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PLAN   OF  WORK 


FOR 


THE    PROGRESSIVE 
ROAD   TO   READING 


BY 

GEORGINE   BURCHILL 

Teacher,  Nkw  York  City 

WILLIAM    L.    ETTINGER 

AssociATK  City  Superintendent,  New  York  City 

KD(iAR    DUBS    SHLMKR 

District  Superintendent,  New  York  City 


^^^e>^ 


SILVER,   BLliDETT  AND  (K)Ml>ANY 

I'.OS'I'ON  NF.W    V<iKK  ClIICACO 


THE   PROGRESSIVE 
ROAD   TO    READING 

BOOK  ONE 

BOOK  TWO 

INTRODUCTORY  BOOK  THREE 

BOOK  THREE 

INTRODUCTORY  BOOK   FOUR 
(In  Press) 

BOOK  FOUR 

PLAN  OF  WORK 


Copyright,  1909,  1910,  1914,  by 
SILVER,   BURDETT  AND  COMPANY 


LB 


CONTENTS 


Introduction 

Teaching  Arrangkment  of  Stories,  Book  One 

CHAPTER 

I.  How  to  Tkach  the  Basal  Stories 

II.  Phonetic  Development 

III.  Suggested  Phonetic  Dkii.l 

IV.  Written  Language — Words    . 
V,  Written  Language  —  Sentences 

VI.     Seat  Work 


PAGE 

iv 
1 

2 

23 
30 
70 
84 
93 


m 


INTRODUCTION 

OUTLINE 

I.     THE    CRITERION    OF   READING 

II.     THE    PROGRESSIVE    ROAD    TO    READING 
METHOD 

(a)  Stimulus  :   Interest  in  a  story. 
(6)   Pure  phonics  :   Ear  training. 
(c)    Phonetics  :  Eye  training, 
(c?)  Manual  expression, 
(e)    Recapitulation. 

III.     THE   PLACING    OF   THE   BOOKS 


INTRODUCTION 

I.     THE    CRITERION   OF   READING 

The  only  criterion  acceptable  to-day  for  the 
soundness  of  any  method  of  teaching  reading  to 
a  beginner  is  this :  Does  the  method  from  the  start 
train  in  power  to  grasp  not  a  word  bnt  a  related 
set  of  words,  a  sentence,  an  entire  situation  ?  Does 
the  method  proceed  from  wholes  to  parts  and  back 
again  to  clearer  wholes  ?  Does  it  advance  from  a 
unit  of  thought,  a  sentence,  to  the  words  as  words 
without  loss  of  the  relationship  among  the  words? 
Is  a  flow  of  association  maintained  among  the 
words  as  parts  of  the  original  whole  from  which 
they  have  been  disentangled,  or  as  parts  of  a  dif- 
ferent whole  created  anew  out  of  the  same  words 
set  ill  oilier  relations? 

It  is  this  relation  idea  that  makes  for  true  road- 
iijg,  as  opposed  to  mere  word  calling  with  little 
or  no  consciousness  of  a  higher  unity.  Does  the 
method  ingrain  this  sentence  habit  first,  and  then 
proceed,  and  not  till  then,  to  treat  a  word  as  a 
whole,  analyze  out  of  it  the  constituent  j)arts,  and 
syntliesize  these  Vjack  again  into  the  origin:il  word 
or  new  worrls  ? 

V 


vi  INTRODUCTION 

II.     THE    PROGRESSIVE    ROAD    TO    READING 

METHOD 

(a)  Stimulus 

In  the  Progressive  Road  to  Reading  method 
vital  interest  in  a  _story  is  the  stimulus.  The 
surest  way  to  catch  a  child's  attention  and  to  hold 
it  is  to  arouse  his  imagination  and  give  it  ample 
room  for  play.  When  this  has  been  successfully 
accomplished,  the  strongest  possible  motive  for 
learning  to  read  will  have  been  created. 

(h)  Pure  Phonics 

In  the  beginning  only  the  ear  and  the  tongue 
are  involved.  Sound  leads  to  thought,  and  thought 
to  speech.  "Tell  me  a  story!"  is  the  dominant 
expression.  This  creates  a  golden  opportunity  for 
pure  phonics,  —  clear  enunciation,  clean  articula- 
tion, and  full,  rich,  deep  tones  of  voice.  The 
children  will  pay  the  price,  if  the  teacher  insists. 
Correct  habits  of  speech  will  follow.  Clear  enun- 
ciation and  articulation  must  be  insisted  upon  even 
to  the  point  of  dra-mat-ic  ex-ag-ger-a-tion.  Let  the 
t  be  plainly  heard  in  icent ;  the  d  in  ari^  and 
found ;  in  short,  never  slight  the  final  consonant. 

Careful  work  in  phonics  during  the  teaching  of 
the  first  group  of  stories  must  precede  any  attempt 
at  phonetics.  Not  until  the  ear  has  been  taught 
to  discriminate  nicely  and  the  tongue  to  execute 
accurately  should  the  eye  be  called  upon  to  ana- 


INTRODUCTION  vii 

lyze  sight  words  into  their  phonetic  parts.    _Train 

the  ear  before  the  eye.     Always  let  j^^^onics  (ear- 

and-tongue  exercise    such  as  even  a   blind  pupil 

can  follow)  precede  phonetics  (work  involving  the 

eye). 

(c)  Phonetics 

In  the  second  place  the  visual  relations  between 
the  thought  and  the  printed,  or  the  written,  sen- 
tence are  established,  so  that  the  pupil  may  get 
the  thought  as  promptly  from  a  sentence  seen  as 
from  one  heard. 

Now  the  pupil  is  ready  for  the  establishment 
of  the  visual  relations  between  the  separate  ideas 
of  a  sentence  and  the  separate  words  printed,  or 
written,  to  represent  the  ideas. 

By  a  still  further  analysis  the  pupil  is  led  to 
discover  the  auditory  relations  between  the  sepa- 
rable sounds,  or  phonic  elements,  of  a  spoken 
word,  and  the  visual  relations  between  the  let- 
ters, or  phonetic  elements,  used  to  represent  these 
sounds  to  the  eye.  Suppose  we  take  the  present 
order  in  the  Plan  of  Work.  \\'rite  make.  Cover 
ake  and  sound  m.  Then  cover  vi  and  pronounce 
ake.  vSoon  the  ear  will  perceive  the  sound  that 
is  attached  to  the  particular  part. 

Tliis  is  the  process  in  ])honetics :  Tear  sight 
words  to  pieces  and  find  smaller  i)arts,  with  which 
(1)  to  rehnild  the  original  word  and  so  get  a  firmer 
grasp  on  it  and  (2)  to  build  new  word  wholes. 


viii  INTRODUCTION 

(r/)  Manual  Expression  •  ) 

Acconipanvint:;  this  plionetic  analysis  there  is 
a  carefully  planned  method  of  visualization  which 
develops  manual  expression,  and  leads  at  aia-early 
stage  to  spelling,  dictation,  written  reproduction, 
and  composition. 

Indeed,  the  teaching  of  reading  may,  as  a  class- 
room discipline,  become  the  radiating  and  illuminat- 
ing center  of  the  entire  circle  of  sensory-motor 
activities  that  should  constitute  the  curriculum 
for  first-year  children.  No  Indian  was  ever  more 
interested  in  a  "talking  leaf"  than  these  little 
ones  just  out  of  the  kindergarten  are  in  the  writ- 
ten expression  of  thought. 

The  tactful  teacher  will  be  able  to  set  all  other 
subjects  of  instruction  into  wholesome  reaction 
with  reading.  This  may  be  done  whether  the 
class  be  taught  as  a  unit,  or,  as  is  recommended, 
in  groups.  In  either  case  independent  seat  work 
is  not  only  desirable  but  necessary  for  best  results. 

(e)  Recapitulation 

Delight  in  a  story  will  sustain  interest.  Care- 
ful attention  to  enunciation  and  articulation,  or 
pure  phonics,  must  attend  all  oral  work. 

In  establishing  visual  relations  begin  with  a  sen- 
tence, sustaining  glowing  interest.  Go  to  phrases, 
then  to  words  and  back  again  to  the  same  sen- 
tence;   then   to  similar  sentences  from  the   same 


INTRODUCTION  IX 

phrases  and  words.  Proceed  until  you  can  get 
quite  different  sentences  as  to  meaning  and  tone 
out  of  your  word  stock. 

By  this  time,  through  clear  articulation,  insisted 
upon  all  the  time  from  the  beginning,  you  will  have 
laid  a  good  phonic  basis  for  analyzing  words  into 
phonetic  parts.  In  accomplishing  this,  repeat  the 
general  process.  As  soon  as  you  have  the  parts,  at 
once  rebuild  the  words  taken  apart.  Do  this  until 
the  pupil  sees,  often  all  by  himself,  that  a  part  of 
one  word  will  join  with  part  of  another  to  make 
still  another  word  which  he  knows,  but  now  sees  for 
the  first  time.  What  a  gurgle  of  joy  attends  this 
discovery  !  May  we  not  say  invention  ?  He  has 
created  this  word,  and  like  every  creator,  as  he 
looks  upon  his  work,  he  thinks  his  creation  good. 

Proceed  from  wholes  to  parts  and  back  again 
from  the  parts  to  the  original  wholes  until  later 
you  can  go  from  these  parts  to  new  wholes.  This 
taking  apart  and  putting  together  finally  gives 
swift  recognition  of  the  parts  in  any  relation,  and 
automatic  power  over  them.  So  the  child  by  mas- 
tery of  the  phonetic  symbol  comes  into  jKJssession 
oi  his  real  inheritance.  He  has  the  key  to  unlock 
the  treasures  of  literature  awaiting  appropriation. 

III.     THE    PLACING    OF   THE    BOOKS 

The  /'r<>(/rpssivf'  Hoad  in  Utddiiig  sei'ics  has 
been  const luctud  [(;r  elasticity  in  application.     No 


X  INTRODUCTION 

rigid  (|Uiintitative  limit  has  bet'ii  set.  The  mini- 
iniiiu  amount  to  be  covered  by  the  pupils  of  the 
first  year,  first  half,  should,  iu  no  case,  be  less  than 
the  first  fifty-five  pages  of  Book  One,  covering  the 
four  basal  stories  and  their  attendant  supplementary 
stories. 

If  no  more  can  be  completed  in  accordance  with 
the  Plmi  of  Work,  then  of  course  the  pupils  must 
complete  the  remaining  portion  of  Book  One  in 
the  first  year,  second  half,  before  they  attack  Book 
Two.  In  like  manner,  Introductory  Book  Three 
should  not  be  undertaken  by  the  pupils  of  the 
second  year,  first  half,  if  they  have  not  previously 
completed  Book  Two. 

The  series  is  progressive  in  the  sense  that  the 
work  of  each  succeeding  grade  is  to  begin  where 
the  preceding  grade  left  off.  This  precludes  the 
folly  of  assigning  the  successive  books  of  the  series 
to  successive  grades,  so  that  Book  One  is  given  to 
the  pupils  of  the  first  year,  first  half;  Book  Two 
to  the  first  year,  second  half ;  Introductory  Book 
Three  to  the  second  year,  first  half,  and  so  on. 

Abundant  oral  reproduction  in  the  child's  own 
language  is  a  necessary  preliminary  to  the  rendition 
of  the  author's  exact  thought  in  the  exact  words  ot 
the  text.  A  wise  teacher  will  know  how  to  sustain 
interest  in  story-content  for  the  ulterior  purpose  of 
practice  in  mastering  sight  symbols. 


TEACHING   ARRANGEMENT  OF  STORIES 

BOOK   ONE 

Take  Book  One  and  number  the  first  thirteen 
stories  in  sequence  from  page  5  to  page  55.  Now 
mark  off  the  basal  stories  with  their  supplementals, 
as  follows : 

(i)  The  Hen  and  the  Bag  of  Flour.     (/.  Basal) 

(2)  Little  Red  Hen.     (.S///>.) 

(3)  The  Rat,  the  Hen,  the  Pig,  and  the  Duck. 

(Sup.) 

(4)  The  Sun  is  Shining.     (//.  Basal) 

(5)  Tlie  Lark,  the  Fox,  the  Cat,  and  the  Snake. 

(S>,p.) 

(6)  The  Rat  and  the  King.     (Sup.) 

(7)  The  TTcn  and  the  Lark.     (Sup.) 

(8)  The  Sky  is  Falling.     (///.  Basal) 
(9)  The  Brown  Hen.     (Sup.)  ' 
(10)  Gray  Cat  and  Black  Cat.     (Sup.) 

(11)   The  Hungry  Fox.     (IV.  Basal) 
(12)  Gray  Fox.     (Sup.) 
■     (1.3)  The  House  that  Jack  Buih.     (Sup.) 

Ilero   you    luivc    Ihe   scheme    in    outline.     These 

thirteen   stories   constitute   the   true   primer.     The 

rest  is  the  ordinary  first  reader. 

1 


CHAPTER  I 

HOW  TO  TEACH  THE  BASAL  STORIES 
OUTLINE 

I.    ORAL   WORK:    Development  of  Content 
(a)  Telling  of  the  story  by  the  teacher. 
(6)   Conversation  on  the  subject-matter  of  the  story, 
(c)  Oral  reproduction  of  the  story  by  the  pupil. 

II.    BLACKBOARD   WORK:    EstabUshing  of  Relations 

(a)  Presentation  and  formal  reading  of  the  first  sen- 

tence as  a  whole. 

(b)  Recognition  of  words  by  position  in  the  sentence. 

(c)  Recognition  of  words  by  comparison. 

(d)  Independent  recognition  of  words. 

(e)  Drill  in  rearrangement  of  words. 

III.   BOOK    WORK :    Reading  of  the  Story  as  a  Whole 

(a)  P'irst  basal  story. 

(b)  Second  basal  story. 

(c)  Third  basal  story. 

(d)  Fourth  basal  story. 

(e)  Suggested  time  distribution  of  stories. 

IV.   REVIEW  WORK 


CHAPTER  I 

HOW  TO  TEACH  THE  BASAL  STORIES 

First  Step 

I.    ORAL  WORK :    Development  of  Content 

(a)  Telling  of  the  Story      • 

Before  the  actual  work  of  reading  the  first  story 
is  begun,  each  child  must  know  the  stoiy,  and  must 
be  able  to  give  his  own  version  of  it.  The  teacher 
must  tell  the  storj^  to  the  children,  and  she  must 
tell  it  so  simpl)^,  dramatically,  and  vividly  that  it 
will  take  instant  hold  on  the  child  imagination. 
Then  she  should  ask  the  children  to  tell  her  the  story. 

Instead  of  telling  the  whole  story  at  once  some 

teacher  may  wish  to  give  it  in  parts;  so  she  tells 

only  as  much  as  she  intends  to  use  on  the  black- 

l)oard,  has  that  orally  repeated  or  paraphrased,  and 

thus  keeps  up  interest  as  is  done  with  a  serial  story 

in    a   magazine.      The   teacher    says,    "  Let's   see. 

Where  were  we  in  the  story  when  we  left  off  ?     John, 

you  tell  it  as  far  as  wc  have  heard  it."     Then  the 

teacher  adds  a  new  Int.     If  I  he  cliibh-eii  do  not  speak 

English   at    home,    this   continued,    accretive   style 

of  giving  tiiom  the  story  is  better  than  telling  the 

entire  stoiy  at  once. 

3 


4  TllE   PROGIUOSSIVl^:   ROAD  TO  READING 

(b)  Conversation 

During  the  time  of  oral  work,  the  conversation, 
the  nature  work,  and  the  hterature  should  include 
stories  of  the  hen,  the  duck,  the  goose,  and  the 
turkey,  and  talks  on  flour  and  bread  making.  These 
lessons  should  be  made  as  practical  as  possible,  so 
that  the  children  will  have  a  vivid  interest  in  the 
objects  about  which  they  are  to  read.  Much  can 
also  be  done  in  manual  training  by  making  bags,  or 
even  by  grinding  corn,  wheat,  etc.,  between  stones 
or  in  a  coffee  mill,  into  meal  or  flour. 

Does  such  work  help  reading  ?  It  does,  indeed  ! 
It  lays  memoiy  traces  of  things  and  actions,  ideas 
for  which  the  reading  is  to  furnish  the  sight  symbols 
to  match  the  words  already  known  by  sound. 

(c)    Oral  Reproduction 

The  work  in  oral  reproduction  must  go  hand  in 
hand  with  the  work  in  reading.  It  must  by  no  means 
be  neglected,  especially  in  classes  composed  of 
children  of  foreign  parentage.  In  these  classes  the 
power  to  read  will  veiy  quickly  outstrip  the  power 
to  tell  what  has  been  read.  Therefore  have  abun- 
dant oral  work  based  on  stories  of  your  own  selection. 

Do  not  require  the  children  to  repeat  a  story  with 
many  incidents  and  characters,  and  with  frequent 
changes  of  the  point  of  view.  Select  stories  with 
but  one  incident  and  few  characters.     Rewrite  the 


HOW  TO  TEACH  THE  BASAL  STORIES  5 

stoty,  cutting  out  all  description  and  all  sentences 
containing  difficult  idiomatic  phrases. 

It  is  to  be  remembered  that  before  a  child  can  ex- 
press what  he  has  heard,  he  must  have  command 
of  the  necessaiy  words.  Some  children  at  the  age 
of  six  have  a  vocabulary  which  enables  them  to  re- 
produce in  their  own  way  any  simple  stor}' ;  others 
seem  to  have  almost  no  vocabularj^  These  children 
will  not  be  able  to  reproduce  at  all ;  they  will  have 
to  acquire  a  \'oca])ulaiy,  before  any  reproduction  is 
required.  The  reading  will  teach  new  words,  and 
the  daily  stoiy-t oiling  will  give  facility  in  using  them. 

Let  the  children  dramatize  the  stories.  For  in- 
stance, in  connection  with  the  first  story,  have  the 
children  take  the  parts  of  the  Hen,  the  Duck,  the 
Goose,  and  the  Turkey,  and  act  out  the  various  in- 
cidents of  the  narrative. 

Second  Step 

II.    BLACKBOARD   WORK:    Establishing  Relations 

(a)    Reading  of  the  First  Sentence 

The  teacher  reminds  llic  cliildicii  of  the  first  event 
ill  the  story  :  "The  Hen  found  a  bag  of  flour."  She 
prints  it  on  the  blackboard,  reading  aloud  as  she  does 


be  Hen  foimd  a  ba^  of  flour 


6 


TIIE  PROGRESSIVE  ROAD  TO  READING 


so.  As  the  children  know  what  has  been  wi-itlen, 
they  will  be  able  to  read  it  as  a  whole.  Have  several 
ehihhvn   read  it. 


—  P  P  P 

he  nem  toand  a  bag  oi  t  oar 


Then  the  teacher  underlines  the  })hrases^ :  as,  of 
flour;  a  bag;  and  pointing  to  them,  has  them  read. 

(6)   Recognition  by  Position 

Next  the  teacher  points  and  the  pupils  identify 
the  words.  Then  she  asks  that  they  point  to  the 
words  which  she  calls.  Some  child  will  be  able  to 
point  to  Hen,  found,  bag.  Underline  these  words, 
and  have  the  children  point  to  them  several  times. 


he  Hen  foumd  a  bas  of  flour 


In  teaching  the  slow  im])ils  it  will  be  necessary  to 
have  each  child  go  through  the  process  of  finding 
the  words  and  pointing  to  them.  If  three  words 
are  too  many  for  the  children  to  grasp,  take  two. 

'  Phrase  work  can  be  greatly  faeilitated  by  the  use  of  printed 
cards  containing  plirases  from  the  basal  stories,  which  may  be 
obtained  from  the  publishers. 


HOW  TO  TEACH  THE  BASAL  STORIES  7 

(c)   Recognition  by  Comparison 

With  the  sentence  still  on  the  blackboard,  print 
the  underlined  words  directly  beneath  the  same 
words  in  the  sentence,  and  let  the  children  name 
them  by  comparison  with  the  words  in  the  sentence. 
Then  reprint  these  words  over  and  over  again  on 
different  parts  of  the  blackboard  until  the  children 


have  ceased  to  refer  to  the  sentence.  This  step  is 
a  very  important  part  of  the  method ;  the  teacher 
must  not  ask  the  children  to  recognize  words  inde- 
pendently until  she  is  certain  that  recognition  by 
direct  comparison  has  been  thoroughly  accomplished. 
The  slowest  children  will  need  more  time  for  this 
step  than  for  any  other  in  the  series. 

(d)   Independent  Recognition 

When  the  teacher  is  reasonal)ly  sure  that  the  chil- 
dren know  the  words  withcjut  reference  to  their  posi- 
tion, she  should  erase  the  sentence.     'Vhv,  words  to 


8 


THE  PROORESSnT.  ROAD  TO  READING 


be  taught  should  now  be  printed  in  columns.  This 
time  the  children  should  be  required  to  recognize 
them  instantly.  Teach  the  remaining  words  of  the 
sentence  in  the  same  way. 


(e)   Drill  in  Rearrangement 

The  prime  law  in  teaching  separate  words  is  that 
they  shall  not  be  taught  as  bare  words  merely. 
Never  lose  sight  of  sentence  unity  and  the  relation 
among  words.  The  latter  is  far  more  than  the  mere 
words  give  sign  of.  It  is  a  contribution  from  the 
mind  of  the  child,  and  evidences  not  mere  memory, 
but  a  relating  power,  the  art  of  thinking. 

When  all  the  words  in  a  sentence  have  been  learned, 
they  should  be  rearranged,  if  possible,  and  the  chil- 
dren  required   to   read   the   rearranged   sentences. 


HOW  TO  TEACH  THE  BASAL  STORIES  9 

Then  they  should  be  combined  in  new  rearrange- 
ments with  the  words  from  previous  sentences. 

The  following  drill  deals  with  the  first  story.     The 
first  line  in  each  set  is  the  original  sentence. 

The  Hen  found  a  bag  of  flour. 

The  Hen  found  a  bag. 
The  Hen  found  flour. 

She  tried  to  carry  it  home  herself. 
She  herself  tried  to  carry  it  home. 
The  Hen  tried  to  carry  the  bag  of  flour  home. 

Then  she  went  to  the  Duck. 
She  went  to  the  Duck  herself. 
The  Hen  herself  went  to  the  Duck. 

Please,  Duck,  help  me  to  carry  my  bag  of  flour. 
Help  me,  please,  Duck,  to  carry  ray  bag  of  flour. 
Duck,  help  me,  please,  to  carry  my  bag  of  flour. 
Help  me  to  carry  the  bag  of  flour,  please,  Duck. 
Please  help  me.  Duck. 

But  the  Duck  said,  "  No." 
"  No,"  said  the  Duck. 
The  Duck  herself  said,  "  No." 
Said  the  Duck,  "  No." 
The  Duck  said,  "  No." 

So  the  Hen  had  to  carry  it  home  herself. 
The  Hen  herself  had  to  carry  it  home. 
So  she  herself  had  to  carry  it. 
The  Hen  had  to  carry  the  bag  of  flour  home. 
She  had  to  carry  the  flour  home  herself. 


10        TIIE  PROGRESSIV'E  ROAD  TO  READING 

The  Hen  tried  to  make  the  bread  herself. 
She  tried  to  make  the  bread. 
She  herself  tried  to  make  it. 
The  Hen  tried  to  make  bread. 

But  the  Hen  said,  "  I  will  not  give  you  any." 
"  I  will  not  j;ive  you  any,"  said  the  Hen. 
"  I  will  not  give  you  bread,"  said  the  Hen. 
Said  the  Hen,  "  I  will  not  give  it  to  you." 
"  I  will  not  give  you  any  bread,"  said  the  Hen. 
Said  she,  "  I  w^ill  not  give  you  any." 

I  will  eat  it  myself. 
I  myself  will  eat  it. 

This  drill  should  by  no  means  he  omitted  or  slighted, 
as  it  is  the  principal  means  of  guarding  against  rote 
work,  which,  if  allowed  to  creep  in,  will  destroy  real 
progress. 

In  giving  the  rearranged  sentences  remember  that 
rereading  the  same  sentence  from  the  blackboard 
to  get  greater  facility  and  perfection  is  not  nearly 
so  effective  as  rewriting  the  sentence  for  rereading, 
just  as  if  what  once  had  been  attempted  from  the 
board  had  disappeared  and  could  no  longer  be  seen. 
This  prevents  all  possible  local  association  with  the 
top,  the  bottom,  or  the  side  of  the  board.  This  is 
true  also  of  words.  Keep  on  filling  the  board,  even 
if  it  be  with  the  repeated  writing  of  only  half  a 
dozen  words.  Never,  try  to  run  the  mill  with  water 
that  has  gone  by. 


HOW  TO  TEACH  THE  BASAL  STORIES         11 

Do  not  attempt  the  drill  in  rearrangement  of  words 
until  the  individual  words  are  firmly  fixed  in  the 
child's  mind.  If  the  little  steps  are  hurried  over, 
and  the  words  but  half  known,  the  reading  of  the 
sentences  will  be  halting. 

Sometimes  a  child  does  not  get  the  thought  in  the 
sentence.  This  will  be  shown  by  his  inability  to 
repeat  the  sentence  without  looking  at  the  board, 
or  by  a  slow  and  uncertain  repetition  of  the  sentence, 
showing  that  he  remembers  merely  a  collection  of 
words,  and  not  the  thought  contained  in  them.  The 
best  guard  against  this  meaningless  reading  is  a 
firm  drill  in  independent  recognition  of  individual 
words. 

Drill  at  least  two  days  on  the  words  of  a  new  sen- 
tence, before  attempting  to  rearrange  the  words. 
An  experienced  teacher  may  allow  herself  a  little 
Uberty  in  this  direction,  but  not  the  bcgimier. 

(i)  Class  Grouping 

After  several  sentences  have  been  read  by  the 
pupils  the  class  may  be  grouped. 

First  Group :  those  who,  when  the  sentence  is  printed 
on  the  blackboard,  recognize  the  words  without 
effort. 

Second  Group:  those  who  need  to  be  taught,  whoso 
minds  follow  the  steps  easily  but  never  skip 
over  any. 


12        TIIE  PROGRESSIVE  ROAD  TO  READING 

Third  Group:  those  who  must  be  taught  the  same 
thing  two  or  three  times  before  grasping  it.  This 
grou])  will  include  those  who  find  difficulty  in 
recognizing  words  without  reference  to  their 
position  in  the  sentence. 

Foreign  children  will  take  a  long  time  to  get  the 
thought,  and  there  may  be  some  children  who  will 
not  recognize  the  words  in  their  new  relations. 
These  children  should  be  helped,  and  a  drill  should 
be  given,  then  and  there,  with  the  entire  group  on 
all  the  words  that  have  been  forgotten. 

The  grouping  done  at  this  stage  of  the  work  must 
necessarily  be  tentative,  and  for  some  weeks  children 
will  shift  from  group  to  group ;  but  the  work  of  the 
first  year  progresses  so  much  more  rapidly  if  done 
in  groups  that  it  is  well  to  begin  grouping  as  soon 
as  possible.  The  rating  should  be  low.  If  the  rating 
is  high,  the  teacher  is  constantly  pulling  some  one 
up  to  the  level.  Good  grouping  does  away  with 
this  trouble. 

At  this  stage,  it  is  far  better  to  place  the  nervous 
and  the  slow  children  in  the  third  group,  where  they 
will  have  time  to  accustom  themselves  to  strange 
surroundings,  and  where  they  will  develop  naturally, 
than  to  place  them  in  the  second  group,  and  drag 
them  up  to  the  level  of  the  others. 

Each  group  must  be  allowed  to  advance  as  far  and 
as  fast  as  it  can.     Promotion  from  lower  to  higher 


HOW  TO  TEACH  THE  BASAL  STORIES         13 

groups  during  the  term  must  be  allowed.  Often 
the  lowest  group  disappears  altogether,  especially 
when  they  have  a  maximum  of  silent  work  just  a 
little  beyond  their  ordinary  power.  Here  lies  the 
secret  of  the  gradation  in  Progressive  Road  to  Reading. 

(2)  Silent  Drill  for  Third  Group 

For  the  third  group  the  teacher  should  test  the 
results  of  the  drill  in  the  rearrangement  of  words  by 
the  following  method : 

The  teacher  prints  on  the  blackboard  the  following 
sentence,  "She  tried  to  carry  the  bag,"  and  then  asks 
the  class  to  read  silently.  As  each  child  finishes  he 
leaves  his  place  and  whispers  the  sentence  to  the 
teacher.  He  then  passes  to  the  other  side  of  the 
room.  This  silent  drill  insures  individual  work 
and  enables  the  teacher  to  detect  weak  spots.  The 
necessity  of  requiiing  all  the  work  from  each  indi- 
vidual in  the  group  cannot  be  too  strongly  impressed 
upon  the  teacher. 

The  ])lackboard  work  must  be  tidy ;  that  is,  the 
words  must  be  printed  neatly,  and  the  printing  must 
be  carefully  done.  An  untidy  l)hi('kboard  results  in 
visual  confusion  ;  and  visual  confusion  in  a  child 
of  six  means  mental  confusion.  In  a  veiy  short 
time  the  teacher  will  acquire  facility  in  printing 
rapidly  and  neatly. 

Print  tlio  words  or  sentences  one  by  one.  Have 
each  child  read  the  word  or  sentence  silently  and 


14        THE  PROGRESSIVE  ROAD  TO  READING 

raise  his  hand  when  he  has  finished.  Do  not  begin 
at  the  end  of  the  group  and  have  the  children  recite 
in  turn.  One  thing  to  be  remembered  in  this  kind 
of  work  is,  not  to  let  the  children  tire ;  have  two  short 
periods,  rather  than  one  long  one. 

Third  Step 

m.  BOOK  WORK :  Reading  of  the  Story  as  a  Whole 
(a)  First  Basal  Story 

When  the  children  have  gone  over  the  entire  story, 
sentence  by  sentence,  in  the  manner  indicated  in 
the  two  foregoing  steps,  the  book  should  be  placed 
in  their  hands  so  that  they  may  read  the  story  as  a 
whole.  Have  them  read  a  certain  portion  silently, 
and  when  they  have  finished,  let  them  stand.  Ob- 
serve proper  grouping,  and  help  the  slow  ones.  In 
oral  reading  when  the  book  is  first  used,  let  each 
child  read  only  a  single  sentence.  When  some  degree 
of  power  is  attained  he  may  be  trusted  to  read  a 
paragraph ;  later,  several  paragraphs ;  and  finally, 
a  page  or  the  entire  story. 

For  the  supplementary  stories  (see  Teaching  Ar- 
rangement of  Stories,  page  1)  no  blackboard  prepara- 
tion should  be  given  to  the  first  and  second  groups 
other  than  a  drill  on  the  new  sight  words.  A  full 
blackboard  drill  may  be  necessary  for  the  third  group. 

These  supplementary  stories  serve  the  double 
purpose  of  furnishing  the  more  advanced  pupils 


HOW  TO  TEACH  THE  BASAL  STORIES  15 

\\dth  abundant  material  for  independent  study,  and 
of  gi\'ing  to  the  less  advanced  ones  a  necessary  re- 
\dew  without  repetition.  They  are  not  intended  so 
much  for  oral  reading  as  for  silent  work.  In  fact, 
they  are  primarily  intended  for  groups  not  engaged 
in  l:)lackboard  work  on  the  basal  story.  This  silent 
work  prevents  the  interpolation  of  any  obstructive 
association  between  the  sight  word  and  the  thought. 
This  is  the  direct  road  to  power.  The  child  learns 
to  determine  the  meaning  of  new  words  from  the  con- 
text, although  they  have  not  been  presented  on  the 
blackboard. 

(6)  Second  Basal  Story 

The  second  basal  stoiy,  "The  Sun  is  Shining," 
p.  20,  should  be  treated  like  the  first.  There  should 
be  the  preliminary  oral  work,  and  the  steps  indicated 
in  the  de\Tlopment  of  the  first  basal  story  should  be 
carefully  followed. 

(c)  Third  Basal  Story 

The  chilch'on  need  not  take  up,  sentence  by  sen- 
tence, the  third  basal  story,  "The  Sky  is  Falling," 
p.  82,  because  the  sight  words  and  the  phonetics 
alreafly  in  their  possession  give  a  key  to  unlock  the 
story  with  very  little  l)lackl)oard  or  oral  develojmient. 
This  story  is  first  presented  on  the  blackboard. 

The  teacher  may  take  the  first  group  over  the  steps 
a  little  more  rapidly  than  in  the  first  and  second 


16        Tin:   PROGRESSIVE   ROAD  TO  READING 

basal  stories;    but  she  must  not  in  any  case  omit 
the  preliniinaiy  ))lac'kboard  work. 

Diacritical  marks  are  used  in  this  story  for  the  first 
time.^  The  only  reason  for  their  appearance  in  the 
book  is  that  the  child  may  have  a  phonetic  prop 
while  silently  preparing  his  lesson.  As  the  child 
progresses,  their  use  is  gradually  discontinued. 

(d)  Fourth  Basal  Story 
Reading  from  the  Blackboard  Dropped 

^Vhen  the  fourth  basal  story,  "The  Hungry  Fox," 
p.  43,  has  been  reached,  the  teacher  will  place  on  the 
blackboard,  for  drill  purposes,  all  the  phonograms 
as  well  as  the  single  and  double  consonant  sounds 
used  in  the  story.  This  work  is  aside  from  the  regu- 
lar phonetic  drill  of  the  day.  All  new  words,  whether 
phonetic  or  unphonetic,  should  be  read  from  the 
blackboard,  the  teacher  striving  for  as  much  individ- 
ual work  as  possible.  This  is  a  critical  stage  of  the 
work,  and  silent  drill  (see  p.  13)  is  suggested. 

From  this  time  on,  this  is  the  only  preparatory 
blackboard  drill  needed  for  any  reading.  \Vhen 
the  teacher  is  reasonably  sure  that  all  the  new  words 
have  been  mastered,  the  story  may  be  read  from  the 
book. 

*  The  book  without  diacritical  marks  will  be  furnished  by  the 
publishers  if  so  desired. 


HOW  TO  TEACH  THE  B.\SAL  STORIES         17 

(e)  Suggested  Time  Distribution  of  Stories 

First  week Oral  work. 

Second,      third,      fourth, 

fifth,  and  sixth  weeks    First  set  of  stories,  pp.  5-19. 

Seventh,      eighth,      and 

ninth  weeks  .     .     .     .     Second  set  of  stories,  pp.  20-31. 

Tenth,     eleventh,      and 

twelfth  weeks     .     .     .     Third  set  of  stories,  pp.  32-42. 

Thirteenth,     fourteenth, 

and  fifteenth  weeks     .     Fourth  set  of  stories,  pp.  43-55. 

The  four  ba.sal  stories  with  the  nine  supplementary 
stories,  covering  fifty-one  pages,  require  fully  fifteen 
weeks  for  completion.  During  this  time  strict  atten- 
tion must  he  given  to  sound  work.  The  phonetic  de- 
velopment is  more  important  than  the  mere  ability  to 
cultivate  a  stock  of  sight  words. 

The  power  attained  during  the  fifteen  weeks  en- 
ables the  ordinar}'  child  to  road  the  nine  remaining 
stories,  covering  seventy-three  pages,  in  the  last  five 
weeks  of  the  term.  Children  of  the  first  group  will 
demand  additional  reading  matter. 

IV.    REVIEW   WORK 

Before  the  phonetic  key  is  begun,  all  words  must 
be  learned  as  sight  words ;  and  that  the  child  may 
recognize  them  instantly  they  must  he  frequently 
and  thoroughly  reviewed.     But  from  the  beginning 


18 


THE  PROGRESSIVE  ROAD  TO  READING 


it  is  well  to  keep  separate  the  unphonetic  words,  and 
to  review  them  daily. 

The  teacher  will  find  that  she  can  facilitate  this 
review  work  by  using  "perception  cards."  Printed 
perception  cards  may  be  purchased  from  the  pub- 
lishers, or  the  teacher  can  easily  make  a  set  with  stiff 
cardboard  and  good  black  ink.  They  impress  the 
words  readily  on  the  child's  mind  and  save  the 
teacher's  time. 

The  following  list  of  sight  words,  some  of  which, 
though  phonetic,  seem  to  present  difficulties  to  chil- 
dren, is  suggestive  and  may  be  extended  at  the  dis- 
cretion of  the  teacher.  This  list  should  be  made  up 
as  the  words  occur  in  the  reading  lessons,  and  be 
used  on  the  perception  cards : 


tried 

give 

would 

her 

now 

ever 

to 

you 

where 

come 

done 

every 

then 

any 

only 

want 

through 

their 

went 

who 

his 

saw 

could 

should 

but 

here 

once 

have 

put 

eye 

had 

some 

there 

very 

this 

been 

was 

do 

one 

were 

your 

thought 

The  teacher  should  not  drill  on  sight  words  that  in 
a  few  weeks  will  be  included  in  the  phonetic  key. 
The  words  in  italics  in  the  following  vocabulary, 
being  more  or  less  unphonetic  and  irregular,  require 
special  drill. 


HOW  TO  TEACH  THE  BASAL  STORIES         19 
V0CABUL.\RY    OF    THE    BaSAL    AND    SUPPLEMENTARY 

Stories 
(i)  THE  HEN  AND  THE  BAG  OF  FLOUR  (/.  Basal) 


The 

home 

But 

made 

Hen 

herself 

said 

eat 

found 

Then 

No 

Oh 

a 

she 

Turkey 

yes 

bag 

went 

Goose 

I 

of 

the 

So 

will 

flour 

Duck 

had 

not 

She 

Please 

make 

give 

tried 

help 

bread 

you 

to 

me 

When 

any 

carry 

my 

was 

myself 

it 

(2)  Little  Red 

Hen  (S, 

upplementartj) 

Little 

Who 

Not 

bake 

Red 

asked 

And 

baked 

(3) 

The  Rat,  the  H 

[en,  the 

Pig,  and  the 

Duck 

(Supplementary) 

Here 

plant 

do 

mill 

Will 

are 

them 

grew 

carried 

You 

some 

Pig 

up 

came 

would 

grains 

these 

tall 

from 

so 

wheat 

Rat 

cut 

Yes 

20        THE  PROGRESSRT^  ROAD  TO  READING 


(4)  THE   SUN   IS   SHINING  (//.  Basal) 


sun 

till 

stay 

King's 

is 

met 

only 

house 

shining 

Brown 

In 

Into 

Lark 

Fox 

woods 

room 

fly 

Where 

Gray 

sang 

away 

going 

Pussy 

his 

King 

am 

apple 

sweet 

and 

Stay 

road 

thanked 

sing 

with 

Black 

gave 

him 

show 

Snake 

feathers 

song 

'pretty 

rings 

for 

he 

fur 

over 

nest 

flew 

no 

fields 

(s)  The  Lark,  the  Fox, 

the  Cat,  and  the 

Snake 

(Supplementary ) 

Once 

in 

One 

apples 

upon 

field 

Good 

talk 

time 

about 

morning 

By 

there 

sunshine 

to-day 

by 

He 

all 

Don't 

at 

lived 

day 

go 

window 

(6) 

The  Rat  and  the 

King  (Supplementary) 

fat 

black 
kitchen 


something 

steal 

anything 


run 

called 

Cat 


There 
Go 
ran 
afraid 


HOW  TO  TEACH  THE  BASAL  STORIES 


21 


(7)  The  Hen  and  the  Lark  (Supplementary) 


play 

always 

Cluck 

Only 

garden 

too 

Quack 

can 

shines 

Sing 

Do 

Thank 

It 

cannot 

(8)  THE   SKY  IS   FALLING  (///.  Basal) 


A 

her 

Come 

saw 

playing 

head 

along 

0 

when 

sky 

they 

each 

bean 

falling 

We 

one 

fell 

tell 

want 

gold 

on 

walked 

us 

(9)  The  Brown  Hen  (Supple)7ientary) 


wee 

pea.s 

How 

indeed 

brown 

liked 

know 

shook 

near 

beans 

that 

Nothing 

Beans 

eating 

Some 

(10)  Gray  Cat  and  Black  Cat  (Snpi)lcnic7itary) 


have 

nu-at 

urll 

sat 

nothing 

nia\- 

On 

chair 

supper 

basket 

way 

floor 

store 

Very 

stole 

cried 

buy 

22        THE  PR0aRES8I\T^  ROAD  TO  READING 


(ii)  THE   HUNGRY   FOX   (IV.  Basal) 


very 

take 

Now 

through 

hungry 

Pigeon 

here 

keyhole 

walk 

Mouse 

What 

ask 

find 

gone 

done 

Man 

breakfast 

long 

scratch 

gun 

old 

Fox's 

ate 

killed 

For 

see 

sit 

little 

back 

tvere 

roof 

but 

again 

shut 

never 

brought 

May 

door 

work 

kill 

(12)  Gray  Fox  (Supplementary) 

himself 

side 

started 

This 

wood 

be 

across 

then 

woke 

used 

hid 

Ha 

out 

hens 

grass 

ha 

if 

don't 

mice 

laughed 

could 

more 

put 

waved 

other 

tail 

(13)  The  House  that  Jack 

Built  (Supplementary) 

Jack 

lay 

dog 

crooked 

built 

rat 

teased 

horn 

cheese 

cat 

cow 

tossed 

CHAPTER  n 

PHONETIC  DEVELOPMENT 

OUTLINE 
I.   TEACHING   THE   BLEND 

(a)  Presentation  of  the  word  as  a  whole ;  as  make. 
(6)  Analysis  of  the  word  into  its  phonic  (sound)  and 
phonetic  (sight)  elements ;  as  m  and  alee. 

(c)  Blending  the  elements  to  form  the  word. 

(d)  Building  new  words  by  changing  the  initial  con- 

sonant. 

II.   TEACHING   VOWEL   SOUNDS 

(a)  Discovering  vowel  sounds. 

(b)  Use  of  diacritical  marks. 

(c)  Crossing  off  letters. 

III.    DEVELOPMENT    OF   PHONETIC    RAPIDITY 

(a)  Meaning  and  practice. 

(6)   Perception  card  drill. 

(c)    Drill  on  niisccilancoiis  words. 


23 


CHAPTER  II 

PHONETIC  DEVELOPMENT 
I.   TEACHING   THE   BLEND 

The  vocabulary  of  the  first  few  basal  stories  serves 
as  a  foundation  for  sound-work.  The  phonetic  de- 
velopment begins  after  the  completion  of  the  first 
basal  story.  Make  is  a  good  word  with  which  to 
commence,  because  it  forms  part  of  the  child's  vo- 
cabulary, and  because  it  is  readily  visualized  and 
easily  pronounced. 

In  teaching  the  blend  there  are  four  steps : 

(a)  Presentation  of  the  Word 

Print  the  word  on  the  blackboard.  Do  not  under- 
line or  distinguish  the  phonogram  or  the  initial  con- 
sonant in  any  way. 

(6)  Analysis 

Pronounce  the  word  slowly.  WTiile  sounding  m, 
cover  the  phonogram  ake;  while  pronouncing  the 
phonogram  ake,  cover  the  consonant  m.  (In  teach- 
ing a  sound  or  a  phonogram,  take  it  from  a  known 
sight  word,  always  having  the  children  discover  for 
themselves  the  sound  of  the  letter  or  the  phonogram.) 

24 


PHONETIC  DEVELOPIVIENT  25 

(c)  Blending  the  Elements 

Be  sure  that  the  children  not  only  perceive  that 
the  word  is  made  up  of  two  parts,  m  and  ake,  but 
that  they  understand  how  these  parts  are  blended. 

(d)  Building  New  Words 

Take  initial  consonants  from  sight  words  which 
occur  in  the  first  basal  stoiy,  for  example,  b  from 
hag,  c  from  carry,  s  from  so,  etc.  Then  give  the 
words  bake,  cake,  sake,  etc.  Let  this  stage  of  the 
work  take  as  much  time  as  the  children  require.  A 
comprehension  of  the  blend  is  the  principal  thing. 

From  the  beginning  insist  that  the  child  pronounce 
the  entire  word  at  once.  Never  allow  him  in  attack- 
ing a  word  to  voice  separate  phonetic  symbols,  Ijut 
always  have  him  sound  them  in  the  full  and  perfect 
blend  of  the  word. 

Do  not  add  a  sound  or  a  phonogram  to  the  list  for 
daily  perception-card  drill  until  the  chiId?'o?i  have 
thoroughly  associated  it  with  the  word  of  which  it  is 
a  part.  Be  particularly  careful  in  the  case  of  phono- 
grams that  are  not  words  in  themselves,  as  iiuj,  ight. 

II.    TEACHING    VOWEL   SOUNDS 
(a)  Discovering  Vowel  Sounds 

Wlien  vowel  sounds  .'iif  t;niglit  as  such,  diacrilical 
marks  arc  M^cd  lor  I  he  liisl  time.  'I'he  le;icher 
wants  to  teach  the  long  sound  of  o.     She  ]jrints  the 


26        THE  PROGRESSIVE  ROAD  TO  READING 

word  so  on  the  blackboard.  The  children  pronounce 
it.  Then  she  covers  the  s  and  pronounces  the  o. 
"When  the  children  have  discovered  that  o  says  o, 
mark  the  letter  and  drill  on  new  words. 

When  the  phonetic  study  has  somewhat  advanced, 
the  reading  will  go  very  quickly,  because  only  those 
words  containing  the  modified  sounds  of  the  vowels 
will  be  outside  the  key. 

(6)  Use  of  Diacritical  Marks 

Discontinue  the  markings  a,  e,  i,  o,  u  when  the  chil- 
dren know  the  effect  of  final  e.  This  long  mark  is 
not  again  used  except  in  case  of  words  like  how,  etc., 
in  which  the  vowel  may  have  one  of  two  sounds. 

After  one  month  of  work  on  any  vowel  drill,  mark 
only  the  first  word  in  a  set,  as  hag,  heg,  hig,  bog,  hug. 
Discontinue  the  use  of  this  mark  as  soon  as  possible. 

The  marks  are  used  in  the  blackboard  work  long 
after  they  have  been  discontinued  in  the  text  of  the 
book,  because  preliminaiy  blackboard  drill  smooths 
out  most  difficulties. 

(c)  Crossing  Off  Letters 

As  soon  as  the  work  in  phonetics  is  begun,  cross  off: 

1 .  The  e  before  d,  as  in  the  word  us^d. 

2.  All  other  silent  letters,  as  in 

sho^  stra/j^l^t  co^t 

neflr  wa/t 


PHONETIC  DE^^LOPMENT  27 

Note.  —  Ea  (near),  ai  (wait),  oa  (coat),  are  taught  as 
phonograms  in  connection  with  Book  Two,  so  the  marking 
in  these  words  is  discontinued  at  that  time. 

Do  not  cross  off : 

1.  One  of  double  letters,  as  in  little. 

2.  The  y  following  a,  as  in  lay. 

3.  Silent  e  at  the  end  of  a  word,  as  in  lame. 

4.  The  second  e  in  double  e,  as  in  seen. 

III.   DE\'ELOPMENT   OF   PHONETIC    RAPIDITY 
(a)  Meaning  and  Practice 

By  phonetic  rapidity  is  meant  the  power  to  see 
and  at  the  same  time  to  say.  This  power  will  be 
acquired  by  degrees.  The  children  may  know  all 
the  consonant  and  the  vowel  sounds  ])erfectly,  but 
the  power  to  pronounce  a  word  as  quickly  as  the  eye 
takes  it  in  will  come  only  by  practice.  The  first 
and  the  second  groups  of  pupils  will  have  acquired 
this  rapidity  at  the  end  (jf  six  months.  The  third 
group  will  take  perhaps  twelve  months. 

But  rapidity  in  blackboard  work  does  not  mean 
facility  in  reading  from  the  book.  Up  to  this  point, 
phonetic  drills  may  have  taken  first  place ;  but  when 
rapidity  in  l)lackboard  work  has  been  gained,  more 
time  may  be  given  to  reading  from  the  l)()ok  to  in- 
sure fluency  in  phrasing. 

The  blackboard  drills,  however,  must  not  l)o  neg- 


28        THE  PROGRESSrVT^  ROAD  TO  READING 

lected  for  a  day.  As  tho  children  acquire  power, 
the  drills  may  be  made  shorter,  but  they  must  not 
be  dropped  altogether.  Since  the  phonetic  key  is 
the  most  important  feature  of  the  method,  it  is  es- 
sential that  the  work  be  done  with  the  utmost  thor- 
oughness. 

Children  who  do  not  appear  to  accjuire  rapidity 
naturally  must  be  taught  to  do  so.  For  this  pur- 
pose a  small  group  is  a  necessity.  Take  the  children 
by  fives  for  a  short,  sharp  exercise  every  day.  Do 
not  allow  them  to  dawdle  over  the  phonetic  work. 
Train  them  to  say  at  once,  without  hesitation,  what- 
ever you  put  on  the  blackboard.  Until  some  degree 
of  phonetic  rapidity  is  acquired,  a  child  will  not  read 
for  pleasure.  Therefore,  give  him  this  power  as 
quickly  as  possible,  for  then  he  will  do  more  than 
half  the  work  himself. 

There  is  a  time  when  the  child  seems  to  be  able  to 
pronounce  a  new  word  only  after  slowly,  -and  often 
audibly,  putting  the  different  parts  of  it  together. 
From  the  beginning  teach  him  to  do  this  silently, 
and  quickly.  Drill  until  a  mere  glance  brings  the 
word  as  a  whole  to  the  lips  without  hesitation. 

(6)  Perception  Card  Drill 

Every  phonogram,  consonant  and  vowel  sound 
should  be  reviewed  daily  by  means  of  perception 
cards.  The  teacher  may  obtain  these  cards  from 
the  publishers  or  she  may  make  them  herself,  printing 


PHONETIC  DE\TELOPMENT  29 

each  sound  as  it  is  taught,  on  cardboard  in  letters 
large  enough  to  be  read  at  the  back  of  the  room. 

Take  third-group  work  ^\dth  the  whole  class. 

Take  second-group  work  with  the  second  and  first 
groups. 

Take  first-group  work  \sdth  the  first  group  only. 

^^Tlen  a  group  stops  reciting  with  the  others,  let 
it  begin  seat  work  specified  for  that  group  at  the  com- 
mencement of  the  lesson. 

(c)  Drill  on  Miscellaneous  Words 

A  drill  on  miscellaneous  words  is  a  pleasant  way 
of  reviewing  what  the  children  know.  It  uses  the 
same  knowledge  in  ever-var}dng  form,  and  is  the 
principal  means  of  increasing  phonetic  rapidity. 

The  idea  is  not  to  teach  a  certain  number  of  words, 
but  to  give  the  children  facility  in  dealing  with  new 
reading  matter.  The  blending  of  words  in  series 
only  will  not  give  the  necessaiy  phonetic  strength 
to  attack  new  material.  Pupils  must  have  daily 
experience  in  ])lending  words  from  varying  lists. 
The  words  used  in  these  drills  must  contain  phonetic 
elements  with  which  the  children  are  familiar.  As 
each  point  in  the  phonetic  work  is  taken  up, 
words  representing  that  point  should  appear  in  the 
miscellaneous  drill. 


CHAPTER  III 

SUGGESTED   PHONETIC   DRILL 
OUTLINE 
I.   DRILL   IN   CONNECTION  WITH   BOOK   ONE 

(a)  First  and  Second  Sets  of  Stories,  pp.  5-31. 
(6)  Third  Set  of  Stories,  pp.  32-42. 

(c)  Fourth  Set  of  Stories,  pp.  43-55. 

(d)  The  Remaining  Stories,  pp.  56-128. 

II.   DRILL   IN   CONNECTION   WITH    BOOK   TWO 

(a)  Stories,  pp.  5-41. 

(6)  Stories,  pp.  42-79. 

(c)  Stories,  pp.  80-122. 

(d)  Stories,  pp.  123-160. 

III.  DRILL  IN  CONNECTION  WITH  INTRODUCTORY 

BOOK   THREE 

(a)  Stories,  pp.  7-38. 

(6)  Stories,  pp.  39-84. 

(c)  Stories,  pp.  85-122. 

(d)  Stories,  pp.  123-176. 

IV.  REVIEW  IN  CONNECTION  WITH  HIGHER  BOOKS 


30 


CHAPTER  III 

SUGGESTED  PHONETIC  DRILL 

I.  DRILL  IN  CONNECTION  WITH  BOOK  ONE 

(a)   First  and  Second  Sets  of  Stories,  pp.  5-31 

Begin  phonetics  when  pupils  know  perfectly  the 
vocabulan'  of  the  first  basal  storj^,  not  before.  This 
is  an  important  point  because  all  of  the  phonetic 
elements  introduced  here  are  taken  from  words  in 
the  first  set  of  stories. 

(i)    Basal  Phonograms 

ake  taken  from  make 

it  taken  from  it 
eat  taken  from  eat 
ill  taken  from  ivill 
at  taken  from  rat 
all  taken  from  tall 

(2)    Initial  Consonants  taken  with  Basal  Phonograms 

The  initiiil  consonant's  are  best  taught  by  taking 
them  from  siglit  words  which  are  already  known  to 
the  children,  and  using  them  with  basal  phonograms. 
Take : 

31 


32 


THE  progressi\:e  road  to  reading 


VI  from  make 
b  from  bag 
c  from  carry 
t  from  iall 
r  from  rat 
I  from  little 
w  from  loill 
s  from  so 


p  from  pig 
d  from  do 
f  from  found 
g  from  (/tw 
A  from  /lowe 
n  from  no 
*A  from  she 
wh  from  u'^en 


Now  the  return  may  be  made  from  the  parts  to 
the  original  wholes  and  also  to  new  combinations. 

Note.  —  In  the  following  illustrative  list  and  in  all 
those  given  in  connection  with  Book  One,  words  which 
occur  in  the  reader  are  printed  in  black-faced  type.  This 
enables  the  teacher  to  distinguish  at  a  glance  the  words 
which  will  soon  be  of  particular  use  as  parts  of  the  child's 
reading  vocabulary. 

ake 


make 

take 

lake 

sake 

bake 

rake 

wake 

fake 

cake 

U 

shake 

bit 

wit 

pit 

hit 

lit 

sit 

fit 

eat 

whit 

meat 

seat 

feat 

neat 

beat 

peat 

heat 

wheat 

SUGGESTED  PHONETIC  DRILL  33 

Ul 

gill 
hill 


mill 

rill 

pill 

bill 

will 

dill 

till 

sill 

fiU 
at 

mat 

cat 

sat 

bat 

rat 

pat 
all 

mall 

call 

wall 

ball 

tall 

pall 

fat 
hat 


fall 
gall 
hall 


(3)   Long  Sounds  of  Vowels 

6  taken  from  so 
e  taken  from  she 
y  taken  from  my 
a  taken  from  made 
i  taken  from  tried 

After  these  long  vowels  have  been  thoroughly 
taught,  proceed  to  new  combinations,  using  first  the 
double  blend,  then  the  triple  blend.  The  terms 
"double  blend"  and  "triple  blend"  are  used  for  con- 
venience in  connection  with  the  drills  to  fix  conso- 
nant and  vowel  values ;  e.g. 

Double  blend: 

so  =  s — o;  am  =  a — m;  day  =  d — ay. 
Triple  blend: 

home  =  li — 0 — m£;  hen  =  h — e — n;  bag  =  b — a — g. 


34        THE  PROGRESSIVE  ROAD  TO  READING 

The  vowel  lists  are  not  intended  to  be  exhaustive. 
They  have  been  built  around  type  words  taken  from 
Book  One,  and  they  should  be  extended  and  varied 
in  blackboard  drill. 

^^Tlile  the  silent  letters  have  not  been  marked  in 
the  phonetic  lists,  they  may  be  crossed  off  in  black- 
board drill  as  directed  on  pages  26  and  27. 

(A)  Long  Vowels  in  Double  Blend 


mow 

low 

doe 

hoe 

bow 

woe 

foe 

no 

tow 

so 

go 

show 

row 

e 

whoa 

me 

lee 

see 

he 

be 

we 

pea 

she 

tea 

wee 

fee 

my 

buy 

lye 

shy 

by 

rye 

dye 
d 

why 

may 

lay 

pay 

gay 

bay 

way 

day 

hay 

ray 

say 

fay 

nay 

tie 

sigh 

if 

die 

high 

Ue 

pie 

fie 

nigh 

SUGGESTED  PHONETIC  DRILL 


35 


(fi)  Long  Vowels  in  Triple  Blend 


o 


dole 

boll 

comb 

core 

hole 

poll 

dome 

fore 

mole 

roU 

home 

lore 

pole 

toll 

Rome 

more 

sole 

old 

bore 

wore 

deed 

need 

e 

feel 

deep 

feed 

reed 

heel 

peep 

heed 

seed 

peel 

weep 

meed 

weed 

reel 

sheep 

fade 

dame 

a 

tame 

gate 

made 

fame 

shame 

hate 

wade 

game 

(ate) 

late 

shade 

lame 

bate 

mate 

safe 

name 

date 

pate 

came 

same 

fate 

rate 

bide 

dime 

i 
mine 

dire 

hide 

lime 

nine 

fire 

ride 

time 

pine 

hire 

side 

dine 

wine 

mire 

tide 

fine 

shme 

tire 

wide 

line 

whine 

wire 

36        THE  PROGRESSIVE  ROAD  TO  READING 

(6)   Third  Set  of  Stories,  pp.  32-42 
(i)   Initial  Consonants 

In  addition  to  the  initial  consonants  already  taken, 
the  teacher  may  now  introduce  new  sounds  analyzed 
from  sight  words.     Take  : 

k  from  king 
ch  from  each 
th  from  then 

k 
kit  kill  key  kite 

ch 
chit  chill  cheat  chat 

th 
thee  though  thy  that 

This  is  also  the  time  to  teach  the  children  to  com- 
bine the  single  consonants  ali'eady  learned  to  get  the 
double  initials ;  e.  g.,  / — r  =  fr;  f — I  —  fl.  De- 
velop all  useful  combuiations :  hi,  br,  d,  cr,  dr,  dw, 
fl,  fr,  gl,  gr,  pi,  pr,  sc,  sk,  si,  sm,  sn,  sp,  st,  sw,  tr,  tw. 

Use  these  consonant  combinations  with  (A)  phono- 
grams and  (b)  vowels  previously  learned. 


A 

brake 

drake 

slake 

spake 

crake 

flake 

snake 

stake 

SUGGESTED  PHONETIC  DRILL 


37 


flit 

skit 

spit 

sprit 

grit 

slit 

split 

twat 

drill 

grill 

spill 

trill 

frill 

skill 

still 

twiU 

bleat 

cleat 

pleat 

treat 

flat 

plat 

scat 

slat 

small 


stall 


B 


blow 

slow 

broke 

score 

crow 

snow 

choke 

snore 

flow 

stow 

smoke  • 

store 

glow 

strow 

spoke 

door 

grow 

woke 

stoke 

floor 

flee 

keen 

keep 

fleet 

free 

green 

creep 

greet 

glee 

preen 

sleep 

sleet 

tree 

screen 

steep 

sweet 

spree 

spleen 

sweep 

street 

cry 

fry 

sky 

sty 

dry 

ply 

sly 

try 

fly 

pry 

spy 

spry 

bray 

pray 

st  ray 

crate 

clay 

stay 

chase 

plate 

dray 

sway 

haste 

skate 

gray 

tray 

taste 

slate 

play 

spray 

waste 

state 

38        Tin:   PROGRESSIVE   ROAD  TO  READING 


cried 

spike 

crime 

smite 

tried 

strike 

grime 

spite 

fried 

chime 

prime 

trite 

Uke 

climb 

slime 

white 

(2)   Basal 

Phonograms 

ing  taken  from  sing 

ar    taken  from  are 

These  new  phonograms  should  be  combined  with 
the  initial  consonants  thus  far  learned. 


tng 


kmg 

wing 

fling 

sting 

ring 

bring 

sling 

string 

sing 

cling 

spring 

swing 

The  phonogram  ing  should  also  be  used  as  a  termi- 
nation, adding  it  first  to  words  which  have  already 
occurred  in  the  stories  read ;  for  example : 


eat 

help 

fly 

go 

eatmg 

helping 

flying 

going 

sing 

show 

play 

fall 

singing 

showing 

playmg 

falling 

rmg 

wing 

bring 

fling 

ringing 

winging 

bringing 

flinging 

SUGGESTED  PHONETIC  DRILL 


39 


ar 


bar 

hard 

snarl 

dart 

car 

lard 

arm 

mart 

far 

ark 

farm 

part 

mar 

bark 

harm 

tart 

par 

dark 

charm 

chart 

tar 

hark 

barn 

smart 

char 

lark 

darn 

start 

scar 

mark 

carp 

arch 

spar 

park 

harp 

march 

star 

shark 

sharp 

starch 

bard 

spark 

art 

harsh 

card 

stark 

cart 

marsh 

(c)   Fourth  Set  of  Stories,  pp.  43-55 

(i)   Short  Sounds  of  Vowels 

a  taken  from  am 
e  taken  from  hen 
I  taken  from  it 
6  taken  from  on 
u  taken  from  up 
y  taken  from  carry 


a 


bad 

pad 

fag 

rag 

crag 

fad 

sad 

KiiK 

sag 

drag 

had 

glad 

hag 

tag 

flag 

lad 

shad 

lag 

wag 

snag 

mad 

bag 

nag 

brag 

stag 

40        THE  PROGRESSnTE  ROAD  TO  READING 


hain 

stamp 

and 

rap 

rack 

lamb 

tramp 

band 

sap 

sack 

ram 

can 

hand 

tap 

tack 

clam 

fan 

hind 

chap 

black 

cram 

man 

sand 

clap 

stack 

sham 

pan 

brand 

flap 

track 

slam 

ran 

grand 

slap 

catch 

swam 

tan 

stand 

snap 

hatch 

camp 

bran 

plant 

scrap 

latch 

damp 

plan 

scant 

trap 

match 

lamp 

scan 

lap 

back 

patch 

cramp 

span 

map 

lack 

snatch 

scamp 

than 

nap 

pack 

scratch 

bed 

teU 

e 

pen 

lent 

lest 

fed 

well 

ten 

rent 

nest 

led 

smell 

glen 

sent 

rest 

red 

spell 

then 

tent 

west 

wed 

swell 

when 

went 

chest 

bled 

self 

end 

spent 

bet 

fled 

shelf 

bend 

rep 

get 

shed 

help 

lend 

step 

let 

sled 

kelp 

mend 

less 

met 

beg 

felt 

send 

mess 

net 

keg 

pelt 

tend 

bless 

pet 

leg 

stem 

wend 

chess 

set 

peg 

them 

blend 

dress 

wet 

bell 

den 

spend 

press 

fret 

feU 

hen 

bent 

stress 

kept 

seU 

men 

dent 

best 

swept 

SUGGESTED  PHONETIC  DRILL 


41 


bid 

pig 

in 

rip 

which 

did 

wig 

din 

sip 

lick 

hid 

twig 

fin 

tip 

pick 

lid 

dim 

pin 

tiptoe 

'  sick 

slid 

him 

sin 

chip 

tick 

if 

limb 

tin 

clip 

wick 

snifF 

rim 

win 

drip 

brick 

stiff 

grim 

grin 

grip 

chick 

gift 

prim 

skin 

ship 

stick 

lift 

skim 

spin 

skip 

trick 

sift 

slim 

twin 

slip 

milk 

drift 

swim 

wind 

snip 

silk 

swift 

whim 

window 

trip 

dish 

big 

trim 

dip 

strip     • 

fish 

dig 

imp 

hip 

this 

wish 

fig 

limp 

Up 

rich 

with 

cob 

from 

top 

hot 

dock 

mob 

on 

cliop 

lot 

lock 

rob 

con 

crop 

not 

mock 

robin 

don 

drop 

pot 

sock 

sob 

bond 

flop 

rot 

block 

snob 

fond 

shop 

blot 

clock 

doll 

pond 

slop 

plot 

flock 

loll 

hop 

stop 

slot 

frock 

follow 

lop 

cot 

spot 

shock 

hollow 

mop 

dot 

trot 

stock 

bomb 

pop 

got 

cock 

pocket 

42        THE  PROGRESSIVE  ROAD  TO  READING 


u 


buff 

dun 

cup 

cuff 

fun 

pup 

huff 

gun 

sup 

muff 

nun 

scup 

puff 

pun 

us 

ruff 

nm 

fuss 

bhiff 

sun 

but 

gruff 

tun 

cut 

scuff 

shun 

hut 

snuff 

spun 

nut 

stuff 

stun 

rut 

bun 

up 

shut 

smut 

pluck 

much 

shuck 

such 

stuck 

buck 

truck 

duck 

struck 

kick 

bust 

muck 

dust 

Puck 

gust 

ruck 

must 

suck 

rust    ' 

tuck 

crust 

cluck 

trust 

y 

Short  y  is  more  easily  taught  if  presented  first  as 
a  termination,  giving  the  noun  and  then  the  adjec- 
tive formed  from  it ;  as  : 


hill                    need 

weed 

greed 

hilly                  needy 

weedy 

greedy 

show                 hand 

sand 

stick 

showy                handy 

sandy 

sticky 

Then  drill  on  the  i 

niscellaneous  list : 

silly                   speedy 

candy 

ferry 

pity                   tidy 

tarry 

chimney 

lady                   glory 

cherry 

fimny 

shady               story 

merry 

sunny 

SUGGESTED  PHONETIC  DRILL 

(2)   Terminations  ^rf,  ^rf  (=  0 ,  erf,  er 


43 


kill 
kiUed 

call 
called 

show 
showed 

play 

played 

fill 
fiUed 

name 
named 

tire 
tired 

open 
opened 

climb 
climbed 

roll 
rolled 

snarl 
snarled 

follow 
followed 

/^ 

(  =  t) 

chase 
chased 

peep 
peeped 

like 
liked 

choke 
choked 

stamp 
stamped 

help 
helped 

Hck 
Ucked 

puff 
pufifed 

scratch 
scratched 

talk 
talked 

pick 
picked 

ed 

jump 
jumped 

taste 
tasted 

waste 
wasted 

start 
started 

want 
wanted 

plant 
planted 

end 
ended 

rest 
rested 

er 

shout 
shouted 

plant 
planter 

mill 
iiiillcr 

play 
player 

farm 
farmer 

44        THE  PROGRESSIVE  ROAD  TO  READING 


tall 
taller 


small 
smaller 


old 
older 


slow 
slower 


(d)   The  Remaining  Stories,  pp.  56-128 
(i)    Consonants 


j  from  Jack 

g  from 

change 

V  from 

very 

c  from 

city 

s  from 

is 

th  from  thank 

Jack 

jar 

i 

jet 

job 

jug 

jade 

jelly 

jig 

jog 

jump 

jam 

jest 

Jill 

g  as  in  c) 

hange 

joke 

just 

gem 

stage 

wedge 

nudge 

plunge 

gin 

range 

dredge 

drudge 

magic 

gill 

change 

pledge 

fudge 

fidget 

gist 

grange 

sledge 

grudge 

midget 

age 

strange 

midge 

smudge 

danger 

cage 

badge 

ridge 

hinge 

manger 

page 

edge 

bridge 

singe 

oblige 

rage 

hedge 

dodge 

tinge 

ginger 

sage 

ledge 

lodge 

fringe 

stingy 

wage 

sedge 

budge 

lunge 

porridge 

SUGGESTED  PHONETIC  DRILL 


45 


vale 

cav^e 

brave 

van 

even 

vane 

gave 

grave 

vat 

over 

vase 

pave 

shave 

have 

ever 

vile 

rave 

slave 

very 

never 

vine 

save 

grove 

give 

every 

vote 

wave 

stove 

c  as  in  ciiy 

live 

river 

ace 

grace 

nice 

twice 

fence 

face 

place 

rice 

cell 

hence 

lace 

space 

vice 

cent 

whence 

mace 

trace 

price 

center 

since 

pace 

ice 

slice 

cider 

wince 

race 

dice 

spice 

cinder 

prince 

brace 

mice 

trice 

icing 

force 

wing 

5  as  in  M 

tie 

king 

key 

bag 

kings 

wings 

keys 

ties 

bags 

ring 

way 

weed 

bowl 

robm 

rings 

ways 

weeds 

bowls 

robins 

balls 

plays 

hides 

stands 

runs 

cars 

waves 

shines 

hens 

cherries 

arms 

sees 

shows 

his 

(lilllKTS 

snarls 

cheese 

rolls 

dolls 

dishes 

kills 

these 

stores 

ponds 

sisters 

46        TIIE  PROGRESSIVE  ROAD  TO  READING 


th  as  in  thank 

thing 

tliin 

throw 

throne 

tenth 

thigh 

thumb 

thrall 

teeth 

fifth 

thatch 

thump 

thrill 

both 

thimble 

thick 

three 

thrash 

(2)    Phonograms 

ow  from  coio 
ou  from  out 
or  from  for 

ninth 

thunder 

ought  from  brought 
other  from  other 

ight  from  night 

ow 

bow 
cow 

prow 
scow 

prowl 
scowl 

clown 
crown 

tower 
flower 

how 

owl 

crowd 

drown 

glower 

now 

cowl 

down 

frown 

shower 

row 
brow 

fowl 
howl 

gown 
town 

bower 
cower 

powder 
chowder 

plow 

growl 

brown 
ou 

power 

drowsy 

loud 

doubt 

stout 

ounce 

round 

cloud 

gout 

trout 

flounce 

sound 

proud 
house 

pout 
scout 

sprout 
couch 

bound 
found 

wound 
ground 

mouse 

shout 

crouch 

hound 

flounder 

blouse 

snout 

mouth 

mound 

count 

out 

spout 

south 

pound 

fount 

SUGGESTED  PHONETIC  DRILL 


47 


or 


for 

fork 

born 

scorn 

torch 

nor 

stork 

com 

thorn 

scorch 

cord 

form 

horn 

sort 

north 

lord 

storm 

morn 

short 

border 

cork 

stormv 

morning 
ought 

snort 

corner 

ought       bought         fought 


sought         thought 


other 


mother     brother       another 


smother       smothered 


fight 
light 
might 


night 
right 

sight 


ight 


tight 

blight 

bright 


flight 
fright 
plight 


slight 

delight 

lightning 


cue 

dude 

due 

nude 

hue 

huge 

cube 

mule 

tube 

fume 

(3)   Vowel  Drills 

(A)   Long  Sound  of  u 

V  taken  from  usrd 

dune  fuse 

tune  muse 

cure  cute 

lure  lute 

pure  mute 


duel 

fuel 

puny 

duty 

music 


48        THE   PROGRESSIVE   ROAD  TO   READING 


{B)    Review  of  Long  and  Short  Vowels 


day 

fay 

hay 

lay 

say 

male 

pale 

tale 

stale 

dame 

tame 

Dane 

mate 


e 

dee 

fee 

he 

lee 

see 

peel 

teel 

steel 

deem 

teem 

dene 

mete 


die 
fie 
high 
lie 

sigh 

mile 

pile 

tUe 

stile 

dime 

time 

dine 

mite 


0 

doe 

foe 

hoe 

lo 

so 

mole 

pole 

stole 

dome 

tome 

mote 


u 

due 

hue 

sue 

mule 

pule 


dune 
mute 


a 

bag 
Dan 

rack 

bad 

pan 

sap 

bat 

hat 

pat 

sack 

clack 

fallow 

batter 


0 


beg 

den 

reck 

bed 

pen 

bet 

pet 


fellow 
better 


big 

din 

rick 

bid 

pin 

sip 

bit 

hit 

pit 

sick 

click 

bitter 


bog 
don 
rock 


sop 

hot 
pot 

sock 

clock 

follow 


a 


bug 

dun 

ruck 

bud 

pun 

sup 

but 

hut 

suck 
cluck 

butter 


SUGGESTED  PHONETIC  DRILL 


49 


(C)   Drill  on  Vowels  to  Show  the  Effect  of  Final  e 


glad 

glade 

rat 

rate 

bit 

bite 

mad 

made 

slat 

slate 

whit 

white 

rag 

rage 

met 

mete 

hop 

hope 

stag 

stage 

rid 

ride 

not 

note 

can 

cane 

fin 

fine 

cub 

cube 

cap 

cape 

shin 

shine 

tub 

tube 

tap 

tape 

spin 

spme 

hug 

huge 

at 

ate 

tin 

tine 

us 

use 

hat 

hate 

win 

^^^ne 

cut 

cute 

Summary  of  Phonetic  Elements 

taught  in  connection  with 

BOOK  ONE 

Phonograms : 

ake,  it,  ill,  eat,  at,  all 

ing,  ar 

ow,  ou,  or,  ought,  other,  ight 

Consonants  : 

m 

,  b,  c,  t, 

r,  1,  w,  s,  p,  d,  f,  g,  h,  n,  sh,  wh 

k, 

ch,  th  ( 

as  in  then)  ;  consonant  combinations 

J. 

g  (as  in 
thank) 

change),  c  (as  in  city),  s  (as  in  w),  th  (as  in 

Vowels  : 

Jjong:  6,  e,  y,  a,  i,  u 
Short:  a,  e,  i,  6,  u,  y 

Terminations  : 

/<i,   /<1   (-    t),  ('(].  (T 

50       THE   PROGRESSIVE  ROAD  TO  READING 

II.    DRILL   IN    CONNECTION    WITH   BOOK   TWO 

Before  beginning  the  phonetic  work  in  connec- 
tion with  Book  Two,  the  teacher  should  see  that  the 
child  is  absolute  master  of  the  elements  presented 
during  the  period  of  Book  One  (see  page  49)  and 
that  he  is  able  to  blend  silently  and  rapidly  words 
involving  these  elements.  If  a  great  degree  of 
proficiency  on  the  part  of  the  pupil  is  hoped  for 
during  the  period  of  Book  Two,  the  teacher  must 
use  Book  One  phonetic  perception  cards  daily  to 
review  all  the  sounds  pre^^ously  taught.  In  other 
words,  the  class  should  not  be  allowed  to  forget 
these  sound  elements.  As  new  sounds  for  the 
Book  Two  period  are  taught  they  should  be  added 
to  the  list  for  daily  reviews. 

Do  not  forget  that  clear  enunciation  and  clean 
articulation  are  quite  as  important  in  the  work  for 
the  Book  Two  period  as  they  were  in  the  period  of 
Book  One.  In  drilling  upon  the  combinations  pre- 
sented in  the  following  word  lists,  see  to  it  that  the 
pupils  make  a  swift,  smooth  and  perfect  blend.  Make 
sure  always  that  the  final  consonant  is  sounded. 

(a)   Stories,  pp.  5-41 

(i)    Vowel  Values 

ai  as  in  tail 
ea  as  in  tease 
ea  as  in  bread 
oa  as  in  road 


SUGGESTED  PHONETIC  DRILL 


51 


a% 

aid 

jail 

snail 

brain 

faint 

laid 

mail 

trail 

chain 

paint 

maid 

nail 

aim 

drain 

painter 

paid 

pail 

maim 

grain 

saint 

raid 

rail 

claim 

plain 

.   taint 

braid 

railing 

fain 

slain 

plaint 

staid 

sail 

gain 

Spain 

waist 

waif 

tail 

main 

stain 

bait 

ail 

wail 

pain 

swain 

gait 

bail 

flail 

rain 

traiiy 

wait 

fail 

frail 

vain 

twaftn 

trait 

hail 

grail 

wain 

strain 

strait 

peak 

ea  as  in  tea 

/ 

each 

steal 

clean 

shear 

beach 

teak 

beam 

glean 

smear 

peach 

weak 

ream 

heap 

spear 

reach 

creak 

seam 

leap 

ease 

teach 

freak 

team 

reap 

peas 

breach 

sneak 

cream 

cheap 

tease 

preach 

speak 

dream 

ear 

please 

bead 

streak 

gleam 

dear 

heave 

lead 

deal 

steam 

fear 

leave 

read 

heal 

stream 

gear 

weave 

plead 

liicil 

bean 

hear 

cleave 

leaf 

l>eal 

dean 

near 

breathe 

sheaf 

seal 

lean 

rear 

eager 

beak 

veal 

mean 

tear 

eagl(> 

leak 

weal 

wean 

clear 

dreary 

52       THE  PROGRESSIVE  ROAD  TO  READING 


ca  as  in  hreaa 

I 

dead 

tread 

breath 

stealth 

weather 

head 

thread 

realm 

cleanse 

heaven 

lead 

stead 

health 

meadow 

leaven 

read 

sweat 

healthy 

steady 

heavy 

bread 

•  threat 

wealth 

feather 

bedstead 

dread 

death 

wealthy 
oa 

leather 

instead 

oaf 

road 

roam 

hoary 

coach 

loaf 

toad 

loan 

oat 

poach 

oak 

coal 

moan 

boat 

oath 

soak 

goal 

groan 

coat 

boast 

croak 

shoal 

soap 

goat 

coast 

goad 

foam 

oar 

moat 

roast 

load 

loam 

boar 

throat 

toast 

(2)   Consonants 

X  as  in  fox 

y  as  in  yes 

z  as  in  dizzy 

f 

qu  as  in  quack 

ax 

flax 

X 

fix 

sixty 

coax 

axle 

sex 

mix 

ox 

hoax 

lax 

vex 

six 

oxen 

index 

tax 

next 

sixth 

box 

vixen 

wax 

text 

sixteen 

foxes 

betwixt 

SUGGESTED  PHONETIC  DRILL 


53 


y. 

ye 

yeast 

yell 

yet 

yard 

yoke 

yak 

yellow 

yon 

yarn 

year 

yam 

yes 

yonder 

yesterday 

daze 

graze 

z 
size 

buzz 

puzzle 

gaze 

baize 

prize 

fuzz 

lazy 

haze 

maize 

doze 

dazzle 

zero 

maze 

breeze 

froze 

sizzle 

capsize 

blaze 

freeze 

fez 

drizzle 

dizzy 

craze 

sneeze 

fizz 

grizzly 

zig-zag 

glaze 

wheeze 

bronze 

muzzle 

lozenge 

quake 

squeal 

qu 
quench 

quit 

acquaint 

quail 

squeeze 

quest 

quiz 

acquire 

quaint 

quite 

quick 

squint 

inquire 

queen 

quire 

quill 

squall 

require 

queer 

quack 

quilt 

quiet 

request 

squeak 

quell 

quince 

quiver 

acquit 

(3)    Terminations  ; 

ly,  Jul,  est 

^ 

safe 

late 

queen 

sad 

lone 

safely 

lately 

queenly 

sadly 

lonely 

slowly 

nearly 

gayly 

(juickly 

evenly 

willingly 

proudly 

tightly 

gladly 

suddenly 

54       THE  PROGRESSIVE  ROAD  TO  READING 


/''/ 


play 

spite 

hope 

doubt 

will 

playful 

spiteful 

hopeful 

doubtful 

willful 

playfully 

spitefully 

hopefully  doubtfull;y 

'  willfuU; 

doiio^lit 

scorn 

tear 

faith 

dread 

delightful 

scornful 

tearful 

faithful 

dreadfi 

delightfully 

scornfully 

tearfully 
est 

faithfully 

dreadfi 

tall 

loud 

light 

sweet 

sly 

tallest 

loudest 

lightest 

sweetest 

slyest 

small 

proud 

bright 

kind 

cold 

smallest 

proudest 

brightest 

kindest 

coldest 

(b)    Stories,  pp.  42 

5-79 

(i) 

Vowel  Values 

00  as  in  moon 

u  as  in  rule 

ew  as  in  grew 

oc 

'  as  in  moon 

coop 

coo 

pool 

broom 

hoot 

too 

tool 

gloom 

sloop 

root 

woo 

spool 

groom 

stoop 

soot 

food 

stool 

boon 

troop 

toot 

brood 

boom 

loon 

boor 

shoot 

hoof 

doom 

moon 

poor 

boost 

proof 

loom 

noon 

goose 

roost 

cool 

room 

soon 

loose 

tooth 

fool 

bloom 

spoon 

boot 

smooth 

SUGGESTED  PHONETIC  DRILL 


55 


11  as  in  rule 

rue 

crude 

brute 

ruby 

ruin 

true 

prude 

jute 

cruel 

bruin 

rude 

prunes 

truth 
ew  as  in  grew 

gruel 

ruler 

Jew 

chew 

drew 

screw 

shrewd 

blew 

clew 

flew 

strew 

jewel 

brew 

crew 

slew 

threw 

jewelry 

(2)    Consonant  Values 


n  as  HI  sa 

ng 

bang 

twang 

slung 

mangle 

bungle 

fang 

sprang 

stung 

tangle 

jungle 

gang 

gong 

strung 

spangle 

finger 

hang 

bung 

length 

strangle 

linger 

rang 

hung 

strength 

jingle 

angry 

sang 

sung 

bangle 

mingle 

hungry 

clang 

clung 

dangle 

single 

ding-dong 

slang 

flung 

jangle 

shingle 

ping-pong 

bank 

flank 

mink 

slink 

uncle 

hank 

frank 

pink 

think 

Yankee 

lank 

plank 

rink 

shrink 

blanket 

rank 

prank 

sink 

honk 

tinkle 

sank 

shank 

wink 

bunk 

crinkle 

tank 

spank 

blink 

sunk 

twinkle 

blank 

ink 

brink 

drunk 

sprinkle 

crank 

kink 

chink 

trunk 

trinket 

drank 

link 

drink 

shrunk 

donkey 

5G 


THE  PROGRESSIVE  ROAD  TO  READING 


(3)   Phonograms 

er  as  in  lier 
ear  as  in  fieard 
ir  as  in  girl 
or  as  in  ivord 
ur  as  in  burn 
ar  as  in  cellar 


er  as  in  her 


were 

germ 

nerve 

mercy 

service 

verb 

term 

serve 

ermine 

deserve 

jerk 

fern 

swerve 

kernel 

dessert 

clerk 

stern 

perch 
ear  as  in 

serpent 
heard 

Germany 

earl 

earn 

yearn 

search 

dearth 

pearl 

learn 

hearse 

ir  as  in 

earth 

girl 

early 

fir 

third 

whirl 

skirt 

firth 

sir 

dirk 

firm 

squirt 

girth 

shirr 

shirk 

chirp 

birch 

mirth 

stir 

smirk 

dirt 

first 

thirteen 

bird 

quirk 

dirty 

thirst 

thirty 

gird 

swirl 

flirt 

thirsty 

birthday 

girdle 

twirl 

shirt 
or  as  in 

birth 

word 

firkin 

word 
work 


worm 
wormy 


worse 
worst 


worth 
worthy 


world 
worship 


SUGGESTED  PHONETIC  DRILL 


57 


iir  as  in  hum 


bur 

lurk 

curse 

burst 

turnip 

cur 

curl 

nurse 

urchin 

furnish 

fur 

furl 

purse 

gurgle 

purple 

pur 

urn 

curt 

murky 

further 

spur 

turn 

hurt 

turkey 

turtle 

curb 

churn 

lurch 

murmur 

disturb 

curds 

spurn 

church 

furnace 

suburb 

ar  as  in  cellar 

liar 

friar 


beggar 
cellar 


pillar 
collar 


pedlar 
poplar 


(c)   Stories,  pp.  80-122 
(i)   Vowel  Values 

a  as  in  saw 
ew  as  in  new 
oi  as  in  voice 
oy  as  in  hoy 
00  as  in  wood 

u  as  in  pwi 


orchard 
coward 


a  as  m  saiv 


awe 

caw 

daw 

jaw 

law 

paw 

raw 


saw 

claw 

flraw 

flaw 

slaw 

thaw 

straw 


hawk 
awl 
bawl 
brawl 

(Tliwl 

drawl 
shawl 


scrawl 

dawn 

fawn 

lawn 

pawn 

brawn 

drawn 


tawdry 

awful 

gawky 

law  fill 

lawyer 

awning 

tawny 


58       THE  PROGRESSIVE  ROAD  TO  READING 


daub 

cause 

caught 

August 

saucy 

haul 

pause 

naught 

autumn 

daughter 

maul 

fault 

taught 

author 

haughty 

sauce 

aught 

auger 

saucer 

naughty 

balk 

talk 

walk 

chalk 

stalk 

bald 

halt 

alder 

halter 

always 

scald 

malt 

alter 

almost 

already 

false 

salt 

falter 

also 

Almighty 

war 

warn 

dwarf 

quart 

swarthy 

ward 

warp 

wharf 

quarter 

warble 

warm 

wart 

swarm 
ew  as  in 

warden 
new 

wardrobe 

ewe 

few 

mew 

skew 

stew 

dew 

hew 

pew 

skewer 

pewter 

roil 

oi  as  in  i 

wice 

choice 

join 

point 

toilet 

void 

soil 

loin 

foist 

noisy 

oil 

toil 

groin 

hoist 

cloister 

boU 

broil 

noise 

joist 

rejoice 

coil 

spoil 

poise 

moist 

sirloin 

foil 

coin 

joint 
oy  as  in 

doily 
hoy 

tinfoil 

coy 

toy 

annoy 

employ 

loyal 

joy 

cloy 

destroy 

oyster 

royal 

SUGGESTED  PHOXETIC  DRILL 


59 


bull 
full 
pull 


00  as  in 


wood 


good 

foot 

hook          rook 

crook 

hood 

book 

look           took 

shook 

stood 

cook 

nook          brook 
w  as  in  put 

wool 

puss 
push 
cuckoo 


bullet 
pullet 
bullv 


pulley 
pulpit 
bushel 


butcher 
bullfrog 
bulrush 


(2)    Consonant  Values 

kn  as  in  knoiv 
gn  as  in  gnome 
wr  as  in  ivrite 


knave 
knee 
kneel 
knead 


knife 
knives 
knight 
knoll 


kn 

known 
knack 
knap 
knell 


knit 
knob 
knock 
knot 


kneecap 
knuckle 
knapsack 
knickknack 


gnarl 


gnash 


gnat 


gnaw 


gnu 


wreak 
wreath 
Wright 
writhe 


wrote 
wry 
wrap 
wreck 


wr 

wren 
wrench 
wrest 
wretch 


wring 
wrist 
writ 
wrong 


wrung 
wrangle 
wrinkle 
written 


60        THE  PROGRESSIVE   ROAD   TO   READING 


(3)   Terminations  :  less,  ness 

shame 

dream 

ft  .■>,■> 
life 

cloud 

shameless 

dreamless 

lifeless 

cloudless 

harm 

pain 

tliorn 

bottom 

harmless 

painless 

thornless 
ness 

bottomless 

good 

bright 

strange 

faint 

goodness 

brightness 

strangeness 

faintness 

dark 

fresh 

harsh 

wicked 

darkness 

freshness 

harshness 

wickedness 

(d)   Stories,  pp.  123-160 
(i)   Vowel  Values 


a  as  m  swan 

a  as  in  half 

a  as  in  ask 

0  as  in  come 

wasp 

a  as  in  swan 

wad 

squab           waffle 

wigwam 

wand 

watch 

squash          walnut 

quarrel 

wash 

swamp 

squat            wander 
a  as  in  half 

swallow 

calf 

calm 

aunt              flaunt 

mamma 

calves 

palm 

haunt            launch 

papa 

salve 

qualm 

taunt            laundry 

hurrah 

SUGGESTED  PHOXETIC  DRILL 


61 


a  as  in 


ask 


chaff 

Taft 

trance 

gasp 

bath 

staff 

waft 

ant 

hasp 

path 

bass 

craft 

pant 

rasp 

branch 

lass 

draft 

chant 

clasp 

' stanch 

mass 

graft 

grant 

grasp 

after 

pass 

shaft 

slant 

cast 

rafter 

brass 

dance 

bask 

fast 

answer 

class 

France 

cask 

last 

basket 

grass 

lance 

mask 

mast 

caster 

aft 

chance 

task 

past 

master 

haft 

glance 

flask 

vast 

plaster 

raft 

prance 

asp 
0  as  in  come 

blast 

rather 

some 

done 

none 

son 

ton 

won 


tongue 

sponge 

front 

month 

dove 

love 


glove 

shove 

shovel 

blood 

flood 

color 


comfort 

compass 

honey 

money 

Monday 

monkey 


wonder 

nothing 

oven 

cover 

covet 

worry 


(2)    Phonograms 

air  as  in  chair 
are  as  in  rare 
ear  as  in  bear 


air 
fair 


hair 
lair 


air 


pair 
stair 


fairy 
impair 


repair 
despair 


62        THE  PROGRESSIVE   ROAD  TO  READING 


are 

hare 

mare 

flare 

snare 

scarce 

dare 

pare 

glare 

spare 

barefoot 

fare 

rare 

scare 

stare 

beware 

hare 

ware 

share 
ear  as  in 

square 

bear 

prepare 

pear 

tear 

wear 

swear 

bugbear 

Summary  of  Phonetic  Elements 

taught  in  connection  with 

BOOK  TWO 


Phonograms : 

er,  ear  (as  in  heard),  ir,  or  (as  in  word),  ur,  ar  (as  in  cellar) 
air,  are  (as  in  care),  ear  (as  in  hear) 
Consonant  Values : 

X,  y,  z,  qu  {  =  kw) 
n  (=  ng) 
kn,  gn,  wr 
Vowel  Values : 

ai  (as  in  tail),  ea  (as  in  tease),  ea  (as  in  bread),  oa  (as  in 

road) 
oo,  u  (=  oo),  ew  (=  oo) 
a  (as  in  saw),  ew  (as  in  new) ;  oi,  oy ;  oo  (as  in  wood) ; 

u  (as  in  put) 
a  (as  in  swan),  a  (as  in  half),  a  (as  in  ask),  o  (as  in  come) 

Terminations : 

ly,  ful,  est 
less,  ness 


SUGGESTED  PHONETIC  DRILL 


63 


III.    DRILL  IN  CONNECTION  WITH  INTRODUCTORY 

BOOK   THREE 

(a)   Stories,  pp.  7-38 

(i)    Vowel  Values 

ei  as  in  iveigh 


ey  as  in  they 

ei 

neigh 

veil 

skein 

eight 

freight 

weigh 

rein 

feign 

eighth 

reindeer 

sleigh 

vein 

reign 
ey 

weight 

neighbor 

bey 

grey 

whey 

disobey 

survey 

day 

prey 

obey 

convey 

greyhound 

(2) 

Consonant 

Values 

ex  as  in  excuse 

ex  as  in  exact 

ex 

excel 

exhale 

expense 

export 

extra 

except 

exile 

expert 

expose 

extract 

exchange 

exit 

explain 

express 

extreme 

excite 

expect 

explode 

extend 

exercise 

exclaim 

expel 

explore 
ex  (=•=  pqs 

extol 

0 

experience 

exact 

exempt 

fxist 

examine 

exotic 

exalt 

exert 

exult 

exjunplc 

exaggerate 

64        THE  PROGRESSIVE   ROAD  TO   READING 
(3)    Terminal   Phonograms :  ure,  ous 


lire 


failure 

fracture 

measure 

fissure 

adventure 

feature 

capture 

pleasure 

culture 

indenture 

creature 

rapture 

treasure 

rupture 

procedure 

future 

pressure 

figure 

pasture 

embrasure 

stature 

venture 

picture 

torture 

enclosure 

07/t? 


famous 
jealous 
nervous 


pompous  barbarous  prosperous  various 
ravenous  boisterous  clamorous  curious 
ruinous       generous      riotous  furious 


laugh 
laughter 


phase 
phlox 
phrase 
sphere 


(b)   Stories,  pp.  39-84 
Consonant  Values 


gh' 

ph] 


=  f 


=  sh 


draught 
cough 


ti 

ci 
si 

gh 

trough 
rough 

ph 


si(=  zh) 


sough         slough 
tough         enough 


phantom  physic  photograph  cipher 

pheasant  phonetic  telegraph  hyphen 

phial  phonogram  telephone  nephew 

phonic  phonograph  camphor  orphan 


SUGGESTED  PHONETIC  DRILL 


65 


nation 

fraction 

auction 

direction 

promotion 

ration 

traction 

caution 

protection 

relation 

station 

mention 

addition 

attention 

vacation 

m-rtion 

question 

condition 

invention 

vexation 

notion 

fiction 

position 

convention 

congreo;ation 

action 

friction 

affection 

prevention 

conversation 

fractious 

captious 

ambitious 

fictitious 

vexatious 

martial 

partial 

initial 

palatial 

influential 

gracious  vicious  capacious  delicious  suspicious 

spacious  conscious  loquacious  judicious  ferocious 

precious  luscious  vivacious  malicious  glacier 

facial  racial  glacial  social  special 

magician  musician  optician  physician  politician 

ancient  efficient  deficient  proficient  sufficient 


mansion     session 
pension      mission 


extension     succession    submission 
accession      admission     intermission 


passion      expansion  procession    permission   transient 


vision         revision 
division      fusion 
provision   occasion 


.fl.  ( =  zh) 

persuasion   conclusion  excursion 

exjjlosion      decision  artesian 

confusion     conversion  Persian 


66       THE  PROGRESSIVE  ROAD  TO  READING 


trio 
police 


(c)   Stories,  pp.  85-122 

(i)    Vowel  Values 

i(=e) 

valise  marine         benzine 

fatigue        machine       gasoline 


magazme 
Philippine 


ch] 

qu\ 


(2)   Consonant  Values 
=  k  i  {=  consonant  y) 


ch  i=k) 


chord 

Christ 

school 

monarch 

architect 

choral 

chromo 

scholar 

monarchy 

character 

chorus 

chronic 

anchor 

schedule 

cholera 

chemist 

ache 

echo 

schooner 

mechanic 

chloride 

scheme 

epoch 

qu(  = 

anarchy 

orchestra 

queue 

pique 

antique 

opaque 

conquer 

claque 

clique 

oblique 

coquette 

liquor 

placque 

unique 

physique 

croquette 

lacquer 

i  ( =  consonant  y) 

filial 

pannier 

onion 

senior 

companion 

poniard 

billion 

stallion 

warrior 

dominion 

Spaniard 

bullion 

trillion 

familiar 

opinion 

spaniel 

bunion 

union 

peculiar 

pavilion 

clothier 

million 

savior 

battalion 

vermilion 

SUGGESTED  PHONETIC  DRILL 


67 


(3) 

Terminal  Phonograms 

ten  (=  n) 
tle(=  I) 

ten  (=  n) 

hasten 

often 

fasten           glisten 

moister 

chasten 

soften 

fastening     glistening 
tle(=l) 

moistei 

nestle 

trestle 

thistle          bustle 

jostle 

pestle 

wrestle 

whistle         hustle 

apostle 

(d)    Stories,  pp.  123-176 

At  this  period  practically  all  the  sounds  of  the 
letters  have  been  taught.  The  teacher  must  now 
see  that  the  children  make  daily  application  of 
their  phonetic  power  in  pronouncing  the  more  diffi- 
cult words  occurring  in  the  Progressive  Road  to 
Reading  text  as  well  as  that  of  the  supplementary 
readers.  Words  may  also  be  given  in  lists  to  drill 
on  .some  specific  termination,  prefix  or  suffix ;  e.g. 

ance  entrance,  distance,  assistance,  attendance. 

ence  absence,  presence,  patience,  excellence,  impudence. 

jy  satisfy,  testify,  fortify,  mortify,  terrify. 

ive  native,  motive,  positive,  passiv'e,  explosive. 

He  agile,  fragile,  (locilc.  fertile,  mobile. 

ine  engine,  lieroiiie,  genuine,  masculine,  feminine. 

able  readable,  lovable,  reasonable,  seasonable,  miserable. 

un  unfair,  unknown,  untrue,  unable,  uni)leasaut. 

im  impair,  implore,  improve,  impress,  impoverish. 


68       THE  PROGRESSIVE  ROAD  TO  READING 

de  delight,  drcltire,  decide,  deter,  deserve. 

re  rely,  remain,  release,  reward,  respect. 

dis  disturb,  disgust,  discov'er.  discourage,  disappear. 

con  consent,  consult,  contain,  control,  convert. 

It  is  also  advisable  to  pay  particular  attention  to 
any  consonant  or  vowel  value  which  may  be  some- 
what difficult.     For  example : 
gu      guard,  guess,  guide,  disguise,  rogue,  dialogue. 


Summary  of  Phonetic  Elements 

taught  in  connection  with 

INTRODUCTORY  BOOK  THREE 


Consonant  Values 


phj      ^ 


ch 


=  k 


ex,  ex  ( =  egs) 

ti 

ci 

■  =  sh 

si  ( =  zh) 

SI. 

i  (  = 

consonant  y) 

Vowel 

Values : 

ei  (as  in  weigh),  ey  (as  in  they) 

\{=e) 

Terminal  Phonograms : 

ure,  ous 

ten  (=  n),  tie  (=  /) 

Drill  on  all  common  terminations,  prefixes,  and  sufllxes. 


SUGGESTED  PHONETIC  DRILL  69 

IV.   REVIEW  IN  CONNECTION  WITH  HIGHER  BOOKS 

The  work  in  connection  with  Book  Three  and 
the  higher  books  of  the  series  is  chiefly  review.  The 
new  work  consists  in  taking  up  exceptions  to  the 
phonetic  key  which  occur  in  words  commonly  used. 

(a)  Daily  re\aew  drill  on  lists  of  miscellaneous 
words  containing  phonograms  or  phonetic  elements 
which  have  been  taught  in  former  grades. 

(6)  Daily  review  drill  on  contrasting  lists  showing 
the  effect  of  ed  on  the  final  consonant ;  as  fitted, 
dropped,  created,  received,  etc. 

(c)  Occasional  review  on  lists  showing  change 
of  final  y  on  addition  of  suffixes  ed,  er,  est,  ly,  ness; 
as  carry,  carried,  carrier;  happy,  happier,  happiest, 
happily,  happiness. 

(d)  AVhenever  exceptional  phonetic  difficulties 
appear,  give  a  blackboard  drill,  showing  the  ordinaiy 
value  of  the  phonetic  element  involved,  and  at  the 
same  time  noting  the  exception ;   as, 

gave     ....     have 


hive  .     .     . 

creak  . 

treat  . 

road  . 

via  id  . 

(e)  Drill  on  derivatives  obtained  by  the  addition 
of  the  suffixes  taken  in  former  grades,  and  new 
suffixes  and  prefixes;  as,  ment,  suIj,  al>,  np,  in,  en, 
ac,  oh,  com. 


give 

break 

great 

Ijroad 

said 


CHAPTER   IV 

WRITTEN  LANGUAGE 

Part  I :   Words  —  Spelling 

OUTLINE 

I.   FIRST   YEAR,   FIRST   HALF 

(a)  Visualizing  and  writing  words. 

(6)  Writing  words  built  from  phonetic  elements. 

II.   FIRST   YEAR,    SECOND   HALF 

(a)  Writing  w^ords  built  from  basal  phonograms. 
(6)  Writing  sets  of  phonetic  words  from  dictation. 

III.   SECOND   YEAR,    FIRST   HALF 

(a)  Visualizing  and  writing  unphonetic  words. 

(b)  Writing  words  built  from  basal  phonograms. 

(c )  Writing  sets  of  phonetic  words  from  dictation. 
{d)  Formal  spelling  begun. 

IV.    SECOND   YEAR,    SECOND   HALF 

(a)  Writing  unphonetic  words. 

(6)  Writing  in  groups  words  built  from  phonograms, 
(c )  Writing  sets  of  phonetic  words  from  dictation. 
{d)  Formal  spelling. 


70 


CHAPTER   IV 

WRITTEN   LANGUAGE 

Part  I :    Words  —  Spelling 
I.    FIRST   YEAR,    FIRST   HALF 

(a)    Visualizing  and  Writing  Words 

The  recognition  of  script  forms  and  the  \\riting of 
a  word  constitute  the  first  step  in  the  mastering  of 
written  language.  The  object  of  this  work  is  to 
train  the  eye,  and  to  teach  the  mechanical  side  of 
writing.  The  words  to  ])e  visualized  are  those  that 
have  become  a  part  of  the  child's  oral  vocabulary 
through  the  stor}^-telling. 

A  good  material  for  the  children  to  use  in  these 
first  writing  exercises  is  unruled  manila  paper,  12x1') 
inches,  folded  the  long  way  into  something  less  than 
inch  spaces.  Later,  lines  may  l)e  used  as  a  guide 
to  the  projK'r  height  of  the  letters.  Before  this  the 
lines  tend  to  confuse  the  child. 

(i)    The  Word  Presented 

The  teacher  wi-ites  on  tlie  blackboard  the  woid  //. 
She  then  pronounces  the  word,  and  ha\  ing  given  tlie 
children  an  o|)portunity  to  look  at  it,  eia.ses  it,  and 
again  pi-onounces  the  word  slowly. 

71 


72       THE  PROGRESSIVE  ROAD  TO  READING 

(2)   Writing  from  Memory 

She  then  allows  the  class  to  write.  Not  all  the 
children  will  write  the  word  correctly.  The  teacher 
again  writes  the  word  on  the  blackboard,  the  children 
writing  after  she  has  erased  the  word.  She  repeats 
the  process,  having  the  children  practice  in  this  way 
a  few  minutes  each  day,  until  they  can  write  it 
correctly. 

List  for  First  Five  Weeks 

First  week  —  it  Fourth  week  — •  eat 

Second  week  —  me,  so  Fifth  week  —  ivill 

Third  week  —  make 

(b)   Writing  Words  built  from  Phonetic  Elements 

The  object  of  this  work  is  not  only  to  teach  the 
children  to  write  from  dictation  words  which  have 
been  previously  visualized,  but  to  teach  them  to 
recognize  by  ear  single  and  double  consonants  and 
phonograms  in  dictation.  This  greatly  strengthens 
the  work  in  phonetics. 

Up  to  this  point  the  child  has  been  taught  to  say 
and  to  write  what  he  sees ;  now  he  is  to  be  taught 
to  write  what  he  hears.  The  recognition  of  con- 
sonants and  vowels  has  heretofore  been  chiefly  visual, 
and  the  expression  of  that  recognition  largely  oral. 
In  the  writing  of  words  from  dictation  the  recog- 
nition is  auditoiy  and  the  expression  manual. 


WRITTEN  LANGUAGE  73 

The  firet  step  is  the  teaching  of  (1)  the  single  and 
(2)  the  double  consonants,  as  in  the  words  bit,  fit; 
fly,  cry;  etc.  This  work  is  taken  up  at  the  same 
time  the  blend  is  taught. 

To  teach  the  consonant  b,  write  the  word  bit 
on  the  blackboard  and  pronounce  it  slowly.  The 
word  it  is  taken  from  the  vocabulaiy  of  the  first 
storj' .  Draw  the  attention  of  the  class  to  the  fact 
that  the  word  consists  of  two  parts,  b  and  it.  Erase 
the  word  and  pronounce  slowly.  Let  the  children 
write.  Finally,  have  the  b  and  the  it  written  from 
dictation  alone. 

Change  the  initial  consonant  and  develop  the 
exercise  gradually  into  the  writing  of  words  from 
pure  dictation  as  each  new  consonant  is  learned. 

Suggestive  List 

it  bit,  lit,  mit,  sit,  pit,  fit,  hit,  kit;   chit,  whit,  flit, 

grit,  skit,  slit,  spit,  split,  twit. 
ill  mill,  bill,  till,  rill,  will,  sill,  pill,  dill,  fill,  gill,  hill; 

drill,  frill,  grill,  skill,  spill,  still,  trill,  twill. 
all  ball,  call,  tall,  wall,   i)all.  fall,  gall,  hall;    small, 

stall. 
at  mat,  bat,  cat,  rat,  sat,  pat,  fat,  hat;    chat,  that, 

flat,  plat,  scat,  slat. 
eat         meat,  i»cat,  scat,  peat,  feat,  heat,  neat;    wheat, 

cheat.  l)li-at,  cleat,  j)leat,  treat. 
make     hake,   cake,   take,   rake,   lake,   wake,   sake,   fake; 

shake,  brake,  drake,  Hake,  slake,  snake,  sjjake, 

stake. 


74        THE  PROGRESSIVE  ROAD  TO  READING 

are        arm,  ark,  art,  arch ;    mar,  bar,  car,  tar,  par,  far ; 

char,  scar,  spar,  star. 
king      ring,  sing,  wing;    bring,  cHng,  fling,  sling,  string, 

swing. 
cow       bow,  how,  now,  vow ;  brow,  plow,  prow,  scow. 
me        be,  he,  we ;  she. 
so  go,  lo,  no ;  fro. 

my        by ;  cry,  dry,  fly,  fry,  ply,  pry,  shy,  sky,  sly,  spy, 

sty,  try,  why. 
day       may,  bay,  ray,  lay,  way,  say,  pay,  fay,  gay,  hay, 

nay;    bray,  clay,  dray,  flay,  fray,  gray,  play, 

pray,  slay,  stay,  sway,  tray. 

Note.  —  When  the  children  have  learned  a  certain 
consonant  and  can  write  it  in  words  from  dictation,  it  is 
not  necessary  to  visualize  that  consonant  when  using  it 
in  connection  with  a  new  phonogram.  For  instance, 
about  the  tenth  week  the  word  all  is  built  upon.  The 
children  have  been  taught  all  the  consonants  to  be  used. 
In  this  case  it  is  necessary  to  visualize  only  the  phonogram. 
But  if  ing  is  the  phonogram  to  be  built  upon,  a  word,  as 
sing,  must  be  visualized,  and  the  children  allowed  to 
separate  for  themselves  the  phonogram  and  the  initial 
consonant. 

In  review,  the  teacher  may  fill  out  the  foregoing 
groups  of  words  as  the  consonants  are  reached. 

II.   FIRST   YEAR,    SECOND   HALF 

In  the  second  half  of  the  first  year  the  work  in 
written  language  is  continued  as  in  the  preceding 
grade. 


WRITTEN  L.\XGUAGE  75 

(a)  Writing   Words   built   from   Basal   Phonograms 
Suggestive  List 

out       bout,  gout,  pout,  rout ;   clout,  flout,  scout,  shout, 
snout,  spout,  stout,  trout. 

for        nor  ;    cord,  lord  ;  cork,  fork,  stork  ;  form,  storm  ; 
born,  corn,  horn,  morn,  scorn,  thorn. 

other    mother,  brother,  smother. 

night    fight,    light,    might,    right,    sight,    tight;     blight, 
bright,  flight,  pHght,  slight. 

(h)   Writing  Sets  of  Phonetic  Words  from  Dictation 

The  o^l)joct  of  this  exercise  is  to  8eeuro  manual 
expression  for  the  auditoiy  recognition  of  long  and 
short  vowels ;  that  is,  to  have  children  learn  to  write 
any  phonetic  word  from  dictation. 

The  new  work  consists  in  the  presentation  of 
vowel  values  in  writing  sets  of  phonetic  words  from 
dictation : 

First,  with  tnj)le  blend,  long  and  short  vowels, 
varying  the  initial  consonant;  as,  lime,  time,  dime; 
net,  set,  pet. 

This  first  step  in  the  presentation  of  xowcl  values 
for  auditor}'  recognition  should  begin  with  the  first 
month  of  the  second  term. 

The  first  word  in  each  set  is  visualized,  tlic  others 
are  dictated. 


7^ 


THE  PROGRESSIVE  ROAD  TO  READING 


Suggestive  List 

Long  \'uwcls 

came,  dame,  fame,  game,  lame,  name,  same,  tame ;  blame, 

flame,  frame,  shame, 
ate,  date,  fate,  gate,  hate,  late,  mate,  pate,  rate ;  crate, 

grate,  plate,  skate,  slate,  state, 
dine,  fine,  kine,  line,  mine,  nine,  pine,  tine,  vine,  wine ; 

brine,  chine,  shine,  spine,  swine,  thine,  twine,  whine, 
bore,  core,  fore,  lore,  more,  wore  ;  chore,  shore,  snore,  store, 

swore, 
deep,  keep,  peep,  weep ;   creep,  sheep,  sleep,  steep,  sweep,    j/ 

Short  Vowels 

bag,  fag,  gag,  hag,  lag,  nag,  rag,  sag,  tag,  wag ;  brag,  crag, 

drag,  flag,  slag,  snag,  stag. 
bed,  fed,  led,  red,  wed;   bled,  bred,  fled,  shed,  sled,  sped, 
dip,  hip,  lip,  nip,  rip,  sip,  tip ;   chip,  clip,  drip,  flip,  grip, 

ship,  skip,  slip,  snip,  trip,  whip, 
cot,  dot,  got,  hot,  lot,  not,  pot,  rot ;  blot,  clot,  plot,  slot, 

spot,  trot, 
bun,  fun,  gun,  nun,  pun,  run,  sun,  tun ;  shun,  spun,  stun. 

Second,  ^vith  triple  blend,  varying  the  vowels, 
as,  hag,  beg,  big,  bog,  bug;  lack,  lick,  lock,  luck; 
pane,  pine;   tone,  tune. 

These  exercises  for  the  further  fixing  of  the  vowels 
should  begin  with  the  second  month  of  the  second 
term,  when  the  children  can  write  from  dictation 
most  of  the  single  and  double  consonants. 


WRITTEN   LANGUAGE 


77 


a 

male 

pale 

tale 

stale 

dame 

tame 

Dane 

mate 


a 
bag 
Dan 
rack 
bad 
fan 
pan 
tan 
sap 
bat 
hat 
pat 
lack 
sack 
clack 
bland 


peel 

teel 

steel 

deem 

teem 

dene 

mete 


e 

beg 

den 

reck 

bed 

fen 

pen 

ten 

bft 

JK't 


Suggestive  Lists 

Long  Vowels 

i 
mile 
pile 
tile 
stile 
dime 
time 
dine 
mite 

Short  Vowels 

I 

big 

din 

rick 

bid 

fin 

pin 

tin 

sip 

bit 

hit 

pit 

li.'k 

sick 

clic-k 


o 

mole 
pole 

stole 

dome 

tome 

mote 


o 

bog 
don 
rock 


sop 


blend 


hot 
pot 
lock 
sock 

clock 
blond 


u 

mule 
pule 


dune 
mute 


u 

bug 
dun 
ruck 
bud 

fun 

pun 

tun 

sup 

bnt 

hut 

luck 
suck 
cluck 
blunder 


78        THE  PROGRESSIVE  ROAD  TO  READING 


Blackboard  Drill 


(to  be  followed  by  wri 

it  ten  and  oral 

spelling) 

fad 

fade 

slat 

slate 

kit 

kite 

glad 

glade 

den 

dene 

sit 

site 

mad 

made 

met 

mete 

spit 

spite 

shad 

shade 

bid 

bide 

whit 

white 

rag 

rage 

hid 

hide 

rod 

rode 

sag 

sage 

rid 

ride 

con 

cone 

stag 

stage 

prim 

prinle 

hop 

hope 

wag 

wage 

slim 

slime 

mop 

mope 

sham 

shame 

din 

dine 

slop 

slope 

can 

cane 

fin 

fine 

dot 

dote 

man 

mane 

pin 

pine 

not 

note 

pan 

pane 

shin 

shine     ■ 

rot 

rote 

van 

vane 

spin 

spine 

cub 

cube 

cap 

cape 

tin 

tine 

tub 

tube 

tap 

tape 

win 

wine 

hug 

huge 

scrap 

scrape 

twin 

twine 

dun 

dune 

at 

ate 

trip 

tripe 

tun 

tune 

hat 

hate 

strip 

stripe 

us 

use 

rat 

rate 

bit 

bite 

cut 

cute 

III.    SECOND   YEAR,    FIRST   HALF 

Note.  —  Formal  Spelling  is  begun  in  this  Grade. 

(a)    Visualizing  and  Writing  Unphonetic  Words 

All  unphonetic  words  are  taught  under  this  head. 
The  following  list,  and  that  given  at  the   end   of 


WRITTEN  LAXGUAGE 


79 


Chapter  One  under  Review  Work  (page  18),  are 
suggested,  because  in  these  lists  may  be  found  most 
of  the  little  words  needed  in  dictation  and  composi- 
tion. Continued  and  conscientious  drill  on  these 
words  will  show  immediate  results  in  all  the  chil- 
dren's written  work. 


of 

always 

two 

there 

said 

head 

four 

one 

savs 

thev 

laugh 

once 

bread 

know 

both 

come 

when 

buy 

six 

some 

them 

chair 

five 

do 

these 

^  floor 

you 

could 

away 

gone 

who 

would 

pretty 

what 

whose 

his 

grew 

again 

here 

eye 

road 

brought 

read 

been 

give 

work 

eight 

docs 

live 

other 

off 

every 

don't 

put 

shall 

very 

talk 

seven 

any 

were 

walk 

sure 

many 

have 

(h)    Writing  Words  built  from  Basal  Phonograms 

Group-words,  as  fur,  pur,  are  taught  under  this 
head. 

Do  not  tcafli  any  word  ihat  the  children  would 
not  be  likely  to  use. 


80        THE   PROGRESSIVE   ROAD   TO   Rl^ADING 

(r)  Writing  Sets  of  Phonetic  Words  from  Dictation 
Partial  Plan  of  Work 

(with  drills  on  long  and  short  vowels) 

The  children  ai-e  able  to  write  from  dictation  all 
simple  words  of  the  triple  blend,  as  cut  and  beg. 

The  work  of  this  grade  will  include  those  words 
beginning  or  ending  with  double  consonants.  Drill 
especially  on  words  taken  from  the  reading  book. 

a  e  i  o  u 


drug 


band 

bend 

bond 

drag 

dreg 

flap 

flip 

flop 

fleck 

flick 

flock 

flash 

flesh 

span 

spin 

spake 

spike 

spoke 

stack 

stick 

stock 

stale 
swam 

steel 

stile 

stole 

spun 


stuck 


swum 


{d)   Formal  Spelling  Begun 

Terminations  —  ing,  y,  ed,  er,  est,  Jul,  ly,  less,  ness. 

Dictate  a  word  that  admits  of  the  addition  of  a 
termination  without  a  change  in  the  vowel  value  of 
the  primitive  word,  as  clear.  Then  dictate  clearing, 
clearer,  clearest.  If  a  mistake  is  made,  correct  by 
means  of  visualization. 


WRITTEN  LANGUAGE  81 

IV.    SECOND    YEAR.    SECOND    HALF 

The  work  continues  along  the  lines  laid  down  in 
the  first  half  of  the  second  year. 

(a)    Writing  Unphonetic  Words  , 

This  list  the  teacher  will  supi^ly.  It  is  suggested 
that  it  be  made  up  from  the  familiar  words  contained 
in  the  reading  vocabularies  of  the  second  half  of  the 
first  j^ear. 

(6)    Writing  in  Groups  Words  built  from  Phonograms 
Group  words  are  taught  wherever  necessaiy. 

(c)  Writing  Sets  of  Phonetic  Words  from  Dictation 

These  drills  will  contain  those  words  that  begin 
and  end  with  doul)le  and  triple  consonants.  Then 
syllabic  terminations  may  be  used. 

a  e  i  o  u 

drank  drink  drunk 

shrank  shrink  slir\nik 

thrash  thresh  thrush 

bland  blend  Moiid  hhrnder 

stacking  sticking  stocking  

batter  better  l)itter  l)utter 

patter  l)()tter  putter 

Fanny  finny  rnmiy 

barrow  horniw  ItiuTow 

fallow  fellow  follow  

Tlii.s  list  should  !)(•  made  as  full  as  possible. 


82       THE  PROGRESSIVE  ROAD  TO  READING 


((/)    Formal  Spelling 
(i)    Using  Suffixes  and  Prefixes 

Use  here  not  only  the  terminations  already  drilled 
upon,  but  add  new  suffixes,  as  ish,  ment,  and  ance. 

Introduce  the  use  of  prefixes,  as,  com,  con,  de,  dis, 
en,  im,  in,  re,  siih,  un. 

In  the  following  illustrative  exercise,  the  basal 
word  joy  is  \Tsualized ;  all  others  are  dictated. 


joy 

joyfully 

annoying 

enjoy 

boy 

annoyed 

enjoyed 

boyish 

royal 

enjo\'ing 

boyishly 

royalty 

enjo.Mnent 

annoy 

royally 

joyful 

annoyance 

royalist 

Note.  —  Careful    articulation    is    necessary    in    this 
exercise. 

(2)   Doubling  the  Final  Consonant 

pad 

beg 

slam 

sun 

drop 

big 

hot 

Follow  the  blackboard  drill  with  oral  and  written 
spelling. 


Read  across : 

padded 

padding 

begged 

begging 

slammed 

slamming 

sunned 

sunning 

dropped 

dropping 

bigger 

biggest 

hotter 

hottest 

WRITTEN  LAXGUAGE  83 

(3)    Y  Changing  to  / 

Final  y  changes  to  i  when  es,  er,  est,  or  ed  is  added 
to  the  word.     Read  across : 

cry  cries  cried 

try  tries  tried 

crazy  crazier  craziest 

funny  funnier  funniest 

happy  happier  happiest 

merry  merrier  merriest 

Follow  the  blackboard  drill  with  oral  and  written 
spelling.  These  lists  should  be  amplified  according 
to  need. 


CHAPTER    V 

WRITTEN  LxVNGUAGE 

Part  II :    Sentences 
OUTLINE 

I.   WRITING   VISUALIZED    SENTENCES 

(a)  First  year,  first  half. 

(b)  First  year,  second  half. 

(c)  Second  year,  first  half. 

(d)  Second  year,  second  half. 

II.   WRITING   DICTATED    SENTENCES 

(a)  New  work  in  punctuation. 

III.  WRITTEN   REPRODUCTION 

IV.  FORMAL   COMPOSITION 


84 


CHAPTER    V 
T\TIITTEX  LANGUAGE 
Part  II :  Sentences 

I.    WRITING   VISUALIZED    SENTENCES 

The  writing  of  visualized  sentences  should  begin 
in  the  fifth  month  of  the  first  term.  The  material 
for  the  work  is  to  be  taken  from  review  reading 
matter,  either  directly  or  in  rearrangement. 

As  to  punctuation,  lay  main  stress  on  the  capital 

at  the  beginning  of  a  sentence  and  the  period  at  the 

end. 

(u)  First  Year,  First  Half 

BLACK    HAT 

One  day  Black  Rat  met  the  King  in  the  kitchen. 

"  Please  give  me  something  to  eat,"  said  Hlack  Rat. 
"  I  will  not,"  said  tlie  King. 

Black  Rat  wonld  not  go  away.  So  the  King  called 
Big  Cat. 

"  Black  Rat  is  in  tlic  kitchen.  Big  Cat.  Cn  and  eat 
him  nj),"  said  the  King. 

Bnt  Black  Hat  ran  awa,\'.      lie  was  afraid  of  l>ig  Cat. 

THE  MOUSE  AND  THE  CHEESE 

Once  tiiere  was  a  little  inonse.  She  li\fd  with  her 
mother  in  a  big  house. 

85 


SG        THE   PROGRESSIVE   ROAD  TO   READING 

One  day  the  mice  were  in  the  cellar.  The  little  mouse 
said,  "  I  see  some  cheese." 

"  It  is  a  trap,"  said  the  mother. 

The  cheese  smelt  good.     The  little  mouse  took  a  bit. 

Snap  went  the  trap.  The  little  mouse  was  held  fast 
in  it. 

(b)   First  Year,  Second  Half 

LITTLE    LARK 

"  The  sun  is  shining,"  said  Little  Lark.  "  I  will  fly 
away  to  the  King,  and  sing  him  a  song." 

On  the  way  he  met  Brown  Fox.  "  Where  are  you 
going.  Little  Lark?  "  asked  Brown  Fox. 

"  I  am  going  to  the  King,  to  sing  him  a  song,"  said 
Little  Lark. 

Brown  Fox  said,  "  I  will  go  with  you.  Little  Lark." 

Little  Lark  said,  "  No,  you  would  only  eat  me  up." 
So  Little  Lark  flew  away  till  he  came  to  the  King's  house. 

THE    HEN   AND    HER   BREAD 

The  Hen  found  a  bag  of  flour.  She  wished  to  carry 
it  home. 

So  she  asked  the  Duck  to  help  her.     The  Duck  said, 

iNo. 

The  Hen  went  to  the  Turkey.  "  Please  help  me  to 
carry  home  the  bag,"  said  the  Hen, 

"No,  I  will  not,"  said  the  Turkey.  So  the  Hen 
carried  it  home  herself. 

The  Hen  wished  to  })ake  the  bread.  She  asked  the 
Duck  to  help  her.     The  Duck  said,  "  No." 


WRITTEN  LANGUAGE  87 

Then  the  Hen  went  to  the  Turkey.  "  Please  help  me 
to  bake  my  bread,"  said  the  Hen. 

The  Turkey  said,  "  No,  I  will  not." 

So  the  Hen  asked  the  Goose  to  help  her.  But  the 
Goose  said,  "No." 

The  Hen  baked  the  bread  herself.  The  Duck,  the 
Turkey,  and  the  Goose  saw  the  bread.  They  said, 
"  Give  us  some."  The  Hen  said,  "  No,  I  shall  eat  it 
myself." 

(c)  Second  Year,  First  Half 

THE  THREE  BEARS 

Once  upon  a  time  there  were  three  bears. 

One  was  named  Big  Bear.  One  was  named  Middling 
Bear.     One  was  named  Little  Bear. 

These  bears  lived  in  a  little  house  in  the  woods.  In  the 
kitchen  there  were  three  bowls. 

In  the  parlor  there  were  three  chairs.  In  the  bedroom 
there  were  three  beds. 

One  day  the  bears  went  out  for  a  walk.  While  they 
were  gone,  a  little  old  woman  came  along.  She  knocked 
at  the  door. 

Nobody  said,  "  Come  in."      She  knocked  again. 

Nobody  said,  "  Come  in."  The  little  old  woman  opened 
the  door  and  went  in. 

And  this  is  what  she  did.  First  she  ate  the  soup  in 
Little  Bear's  bowl. 

Then  she  went  into  the  |)arl()r.  She  sat  down  in 
Little  Bear's  chair,  and  broke  it  to  pieces. 

Then  she  went  into  the  bedroom.  She  lay  down  on 
Little  Bear's  bed,  ;iiid  fell  fast  asleep. 


88        THE  PROGRESSIVE   ROAD  TO  READING 

By  aiul  by  the  bears  came  home.  They  went  into  the 
kitchen.      "  My  soup  is  all  gone,"  said  Little  Bear. 

They  went  into  the  parlor.  "  My  chair  is  all  broken," 
said  Little  Bear. 

"  Somebody  is  in  the  house,"  said  Big  Bear, 

They  went  into  the  bedroom.  "  Here  she  is  in  my  bed," 
said  Little  Bear. 

"  Let  us  hang  her,"  said  Big  Bear. 

"  Let  us  drown  her,"  said  Middling  Bear. 

"  Let  us  throw  her  out  of  the  window,"  said  Little 
Bear. 

"  Gr  !  Gr  !  Gr  !  "  said  all  the  bears. 

This  woke  up  the  little  old  woman.  She  jumped  out 
of  the  window,  and  never  went  back  to  the  woods  again. 

(d)   Second  Year,  Second  Half 

THE    LORD   OF   THE    FOREST 

A  man  once  had  a  cat  who  was  very  bad.  So  one  day 
he  put  the  cat  into  a  bag.  He  carried  the  bag  into  the 
forest  and  left  it  there. 

"  Here  I  am  in  this  forest,"  said  the  cat.  "  I  will  build 
myself  a  little  house."  So  the  cat  built  a  little  house  and 
lived  there  very  happily. 

One  day  when  he  was  out  walking  he  met  a  fox.  The 
fox  had  never  seen  a  cat. 

"  Who  are  you?  "  said  the  fox. 

"  I  am  the  lord  of  this  forest,"  said  the  cat.  The  fox 
bowed  low. 

"  You  are  very  beautiful,"  said  the  fox.  "  Let  me  be 
your  servant." 


WRITTEN  LANGUAGE  89 

"Very  well,"  said  the  cat.  "I  will  stay  at  home. 
You  go  and  bring  me  a  good  dinner." 

Away  went  the  fox.  On  the  way  he  met  a  wolf  and 
a  bear. 

"  How  do  you  do?  "  said  the  wolf.  "  I  have  not  seen 
you  for  a  long  time." 

"  I  have  been  working,"  said  the  fox. 

"  Who  is  your  master  ?  "  asked  the  w^olf .  "  My  master 
is  the  lord  of  this  forest,"  said  the  fox. 

"  Tell  your  master  I  will  come  to  see  him,"  said  the 
wolf. 

"  I  will  come  too,"  said  the  bear. 

"  Very  well,"  said  the  fox.  "  But  when  you  come,  be 
sure  to  bring  a  sheep  or  a  goat.  If  you  do  not,  my  master 
will  eat  you  up." 

The  wolf  promised  to  bring  a  sheep.  The  bear  prom- 
ised to  bring  a  goat.     The  fox  ran  home  to  his  master. 

That  night  the  wolf  caught  a  goat.  The  bear  caught 
a  sheep.     They  carried  them  to  the  cat's  house. 

They  knocked  at  the  door.  The  cat  came  to  the  door. 
"Is  this  my  dinner?"  said  the  cat.  "This  is  not 
enough." 

"  I  am  the  lord  of  this  forest.  Bring  nie  diinuT  every 
da\',  or  I  will  eat  you  uj)." 

The  wolf  and  the  bear  promised,  and  ran  away  as  fast 
as  they  could.     Thev  were  verv  much  afraid. 

That  night  the  In-ar  and  the  wolf  told  the  story  to  all 
the  other  animals  of  the  forest. 

They  were  all  very  nnu  Ii  afrai<l.  But  the  cut  and  the 
fox  were  happy.     They  had  plenty  to  eat. 


90       THE  PROGRESSIVE  ROAD  TO  READING 

II.    WRITING   DICTATED    SENTENCES 

The  writing  of  dictated  sentences  is  to  begin  in 
the  middle  of  the  first  year,  second  half. 

The  material  ig  to  be  taken  from  review  reading 
matter. 

\^^riting  visualized  sentences  has  given  practice 
in  the  use  of  a  capital  at  the  beginning  and  a  period 
at  the  end  of  a  sentence. 

(a)  For  new  work  in  punctuation  take  up : 

1.  Capital  for  proper  names. 

2.  Quotation  marks. 

3.  Capital  for  the  first  word  of  a  quotation. 

4.  Comma. 

To  teach  the  use  of  quotation  marks,  the  following 
method  may  prove  suggestive. 

First  Step 

The  teacher  writes  on  the  blackboard  the  sen- 
tence, The  sun  is  shining  said  Little  Lark.  She  then 
asks  questions  to  determine  the  placing  of  the 
quotation  marks : 

What  did  Little  Lark  say  ? 
What  is  the  first  word  he  said  ? 
What  is  the  last  word  he  said  ? 

The  teacher  places  the  quotation  marks  thus, 
"  The  sun  is  shining"  said  Little  Lark. 
Now  she  proceeds  to  the  placing  of  the  comma. 

What  part  of  the  sentence  was  not  said  by  Little  Lark  ? 


WRITTEN  LANGUAGE  91 

The  teacher  underhnes  said  Little  Lark.  Then 
she  asks  several  children  to  state  what  Little  Lark 
did  sa}'.  The  teacher  then  states  that  the  part 
spoken  is  always  separated  from  the  rest  by  a 
comma;  thus,  ''The  sun  is  shining,"  said  Little 
Lark. 

The  exercise  may  be  varied  by  reversing  the  order 
of  the  clauses ;  as.  Little  Lark  said,  "  The  sun  is 
shining." 

Second  Step 

The  teacher  gives  the  clauses  one  at  a  time ;  for 
instance,  The  man  said,  —  It  is  a  fine  day,  —  and  the 
children  are  required  to  answer  these  questions : 

What  did  the  man  say  ? 

^Yhat  is  the  first  word  he  said  ? 

Wliat  is  the  last  word  he  said  ? 

Where  will  you  place  the  quotation  marks? 

Where  will  you  place  the  comma  ? 

This  drill  is  absolutely  necessary  in  the  case  of  the 
third  group,  and  it  is  well  to  make  sure  of  the  first 
and  second  groups  also, 

TiTTRD  Step 

\Mien  the  children  can  go  through  the  above  (hill 
fairly  well,  begin  to  dictate  sentences.  All  mistakes 
in  each  sentence  should  be  corrected  before  further 
dictation. 


92        THE   PROGRESSIVE   ROAT:)   TO   READING 

III.    WRITTEN  REPRODUCTION 

At  the  end  of  the  first  term  the  children  should 
begin  to  reproduce  simple  stories  as  seat  work.  This 
should  be  entirely  free,  but  should  be  criticized 
by  the  teacher  in  punctuation  and  capitalization. 

IV.    FORMAL   COMPOSITION 

Formal  composition  should  begin  in  the  middle 
of  the  second  year.  Success  in  composition  depends 
largely  upon  the  teacher's  method  in  the  oral  de- 
velopment of  the  thought  to  be  expressed  in  writing. 

Naturally,  variety  of  expression  will  arise,  and 
should  be  encouraged,  but  the  main  thing  is  to  have 
the  child  see  a  topical  analysis  grow  on  the  black- 
board as  the  oral  work  of  the  class  progresses.  The 
necessar}^  vocabulary  should  be  developed  on  the 
blackboard  at  the  same  time. 


CHAPTER  VI 

SUGGESTED  SEAT  WORK       • 
OUTLINE 

I.   FIRST    YEAR,    FIRST   HALF 

(a)  Hand  work. 

(6)  Silent  reading?. 

(c  )  Writing; :  visualizing  sentences. 

(d)  Number  :  counting,  addition,  subtraction. 

II.   FIRST   YEAR,    SECOND   HALF 

(a)  Hand  work. 

(b)  Silent  reading. 

(c  )  Writing  :  free  reproduction. 
(d)  Number:   notation. 

III.    SECOND   YEAR,    FIRST   HALF 

(a)  Hand  work. 

(b)  Silent  reading. 

(c)  Writing:  formal  spelling  by  copy ;  stories. 

(d)  Number :   j)roblems. 

IV.    SECOND   YEAR,    SECOND    HALF 

(a)  Hand  work. 

(b)  Silent  reading. 

(c)  Writing:   fi^rnial  s|)clling  by  copy ;  stori(>s. 

(f/)   Number:  measurements;  nuiltiplication  tables. 

V.    GENERAL   STATEMENT 


CHAPTER  VP 

SUGGESTED  SEAT  WORK 
I.    FIRST   YEAR,    FIRST    HALF 

If  the  class  is  taught  in  groups,  as  is  recom- 
mended, the  teacher  will  have  to  provide  for  profit- 
able seat  work. 

For  the  first  month  or  two  the  various  forms  of 
hand  work,  such  as  weaving,  sewing,  raffia  and  bead 
work,  will  predominate.  Gradually,  however,  the 
silent  reading  of  the  supplementaiy  stories,  the 
exercises  in  writing,  and  the  stud}^  of  number  will 
take  the  place  of  much  of  the  manual  training. 

At  the  end  of  two  months  it  will  be  found  that 
only  the  hand  work  regularly  prescribed  in  the  course 
of  study  will  be  necessary.  The  written  reproduc- 
tion of  simple  stories  may  begin  at  the  end  of  the 
first  term. 

Particular  attention  is  called  to  the  fact  that  if 
the  number  work  is  carefully  arranged  for  silent 
study,  the  pupils  will  make  surer  and  more  rapid 
progress  than  if  all  the  time  spent  in  number  had 
been  used  in  oral  recitation. 


1 1 


'  This  chapter  does  not  attempt  a  full  exposition  of  the  fore- 
going outline.     It  aims  only  at  suggestive  explanation. 

94 


SUGGESTED  SEAT  WORK  95 

Before  the  teacher 'can  begin  work  in  number,  a 
child  must  have  a  conception  of  number.  Xo  one 
can  give  a  child  his  notion  of  number;  he  must 
get  it  for  himself. 

However,  he  may  be  helped  to  acquire  it,  and  to 
that  end  the  seat  work  in  number  must  be  carefully 
arranged.  For  a  while  he  must  work  with  objects. 
Blocks  are  better  than  anything  else,  because  they 
are  easih'  seen,  easily  handled,  and  not  easily  lost. 
Moreover,  if  the  child  has  had  kindergarten  train- 
ing, he  will  l3e  familiar  \\ith  blocks. 

The  child  needs  to  round  out  his  conception  of 
number  by  ha\ing  the  same  facts  presented  in  many 
different  forms.  Exercises  in  counting  should  be 
given  ever}^  day. 

II.   FIRST   YEAR,    SECOND    HALF 

By  the  middle  of  the  second  term  the  first  and 
second  sections  will  be  able  to  read  well.  'Hien  the 
teacher  may  take  several  large  sheets  of  oak  tag, 
and  write  on  each  as  many  numbers  as  it  will  hold ; 

thus : 

six 

eight 

fr)iirt('on 

forty-six 

twenty-three 

On  other  sheets  the  hundreds  are  written,  one 
hundred  on  one  sheet,  two  hundred  on  anotlicr,  etc. 


96        THE   PROGRESSIVE  ROAD  TO  READING 


The  hundreds'  sheet  is  hung  on  the  wall,  and  the 
other  sheet  beside  it,  in  this  way  : 


one  hundred 

forty-eight 

six 

eighty-five 

thirteen 

two 

When  the  child  has  finished  his  work,  his  paper 
will  read : 

148 
106 
185 
113 
102 

Or  the  teacher  may  place  on  the  blackboard : 

45 

137 

106 

8 

59 

and  direct  the  children  to  write  the  numbers  in 
words. 

This  combines  silent  reading  of  words,  number 
work,  writing  of  figures,  and  writing  of  words. 


SUGGESTED  SEAT  WORK  97 

III.    SECOND    YEAR,    FIRST   HALF 

Let  the  children  build  up  words  out  of  given 
phonetic  elements  already  mastered. 

Children  should  here  be  encouraged  to  write 
stories. 

Simple  problems  may  be  set  on  chart  or  blackboard 
in  words  the  children  can  surely  read. 

Addition  of  like  numbers  and  continued  subtrac- 
tion of  the  same  number  will  prepare  for  multiplica- 
tion and  division. 

IV.    SECOND   YEAR,    SECOND    HALF 

Continue  the  cop3ang  and  the  free  reproduction  of 
stories.     Encourage  free  writing  of  stories. 

Build  words  with  given  initial  consonants,  basal 
phonograms,  and  terminations. 

Set  columns  of  singulars  for  formation  of  plurals 
and  the  reverse. 

In  general,  follow  the  suggestions  gi\'en  in  Chapters 
III,  IV,  and  V  on  Phonetic  Development  and  Drill 
and  Written  Language. 

Let  the  children  work  with  rulers.  Let  them 
measure  their  desks,  seats,  books,  pencils,  paper, 
etc.,  and  even  the  width  of  the  boards  that  com- 
pose the  flooring,  and  make  record  of  the  measure- 
ments. The  multii)lication  tables  may  be  learned 
entinjly  through  seat  work.  A  weekly  test  will  show 
when  thf  cliildren  are  ready  for  the  next  step. 

Division  may  be  taught  in  the  same  way. 


98        THE  PROGRESSIVE  ROAD  TO   READING 

V.   GENERAL   STATEMENT 

The  wise  teacher  iii  any  grade  will  quickly  dis- 
cover whether  the  seat  work  is  really  profitable, 
and  will  be  governed  accordingly.  The  vital  point 
in  this  whole  matter  is  to  make  the  children  feel 
that  the  seat  work  is  a  serious  and  important  part 
of  the  school  curriculum.  This  will  be  accomplished 
if  they  know  that  the  teacher  will  look  over  the 
results  of  the  seat  work  carefully. 

14. 


ll||JiMn,nI^,^,!^Ii,^F,?'"^''-  "P'^^'^Y  FACILITY 


AA    000  647  827    5 


